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| The scientific study of behavior and mental processors. |
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| Includes all of our outward or overt actions and reactions, such as talking, facial expressions, and movement. |
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| Refers to all the internal, covert activity of our minds, such as thinking, feeling, and remembering. |
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| Involves observing a behavior and noting everything about it. |
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| A general explanation of a set of observations or facts. |
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| Determining what will happen in the future. |
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| The modification of some behavior. |
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| 19th century, determined structure of the mind using controlled introspection. Breaking each experience into individual emotions and sensations. |
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| Looking inward at your own conscious experiences. |
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| Main proponents of structuralism. |
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| 19th Century; emphasized the useful functions of consciousness, not the structure. What can the mind do? How does it help us survive and adapt to our environment? |
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| Main proponent of functionalism. |
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| 20th Century; study of human consciousness as the whole because the whole is not equal to the sum of its parts. Gestalt = whole |
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| Main proponent of Gestalt Psychology. |
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| Therapy based on Freud's theory of the unconscious mind, which is all of the mental activity taking place of which we are unaware. |
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| The study of the process of learning and the measure of overt behavior; Pavlov's dog. |
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| Evolved behavior studies into behaviorism. |
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| Psychodynamic perspective |
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| Modern version of psychoanalysis that is more focused on the development of a sense of self and the discovery of other motivations behind a person's behavior and sexual motivations. |
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| Humans possess an innate tendency to improve through the conscious decisions they make. Our view of ourselves, self-concept is very important in decision making. Carl Rogers, Maslov, 20th Century. |
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| The evolution of strict Behaviorism led to the thought that not only do we learn by doing, but also by watching society. Bandura, 20th Century. |
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| Evolved from psychology, emphasizes the importance of perception, memory, and thinking. |
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| Sociocultural Perspective |
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| The study of behavior must include influencing factors. Culture, ethnic identity, gender, etc. Many things are learned from observation from others in society. |
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| The patterns of behavior, assumptions, beliefs, and values shared by a group of people dealing with social and environmental factors; food, dress, housing, religion, language. |
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| A group of people who are descendants of a common group of ancestors. |
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| One's view of the self as male or female. |
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| The view that different cultures are merely different, not superior or inferior to one another. Also, not all individuals within a culture are alike, avoid stereotyping. |
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| The study of the physical workings of the brain and nervous system when engaged in memory, thinking, and other cognitive processes. |
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| Biopsychological perspective |
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| The study of the nervous system and biological processes and how they affect behavior and mental processes. This included physiological/biological psychology. |
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| The study of how genetic makeup influences behavior. |
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| A medical doctor who has specialized in the diagnosis and treatment of psychological disorders. |
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| Either a psychiatrist or psychologist who has special training in the theories of Sigmund Freud and his method of psychoanalysis. |
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| Psychiatric Social Worker |
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| A social worker with some training in therapy methods who focuses on the environmental conditions that can have an impact on mental disorders, such as poverty, overcrowding, stress, and drug abuse. |
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| System of gathering data so that bias and error in measurement are reduced. |
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| Tentative explanation of a phenomenon based on observations. |
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| Steps of the Scientific Method |
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1. Perceive the Question
2. Form a hypothesis
3. Test the hypothesis
4. Draw conclusions
5. Report your results |
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| In research, repeating a study or experiment to see if the same results will be obtained in an effort to demonstrate reliability of results. |
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| Tendency of people or animals to behave differently from normal when they now they are being observed. |
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| A naturalistic observation in which the observer becomes a participant in the group being observed. |
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| Tendency of observers to see what they expect to see. |
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| Study of one individual in great detail. |
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| Randomly selected sample of subjects from a larger population of subjects. |
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| The entire group of people or animals in which the researcher is interested. |
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| A measure of the relationship between two variables. |
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| Number which tells us the strength and direction of the relationship between variables. Ranges from +1 to -1 with zero equaling no relationship. Positive means both variables move in the same direction, negative in opposite directions. Even if relationship is 1, it does not imply that one variable causes the other, only that there is a relationship. |
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| A deliberate manipulation of a variable to see if corresponding changes in behavior result, allowing the determination of cause-and-effect relationships. |
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| Definition of a variable of interest that allows it to be directly measured. |
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| Variable in an experiment that is manipulated by the experimenter. |
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| Variable in an experiment that represents the measurable response or behavior of the subjects in the experiment. |
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| Subjects in an experiment who are subjected to the independent variable. |
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| Subjects in an experiment who are not subjected to the independent variable and who may receive a placebo treatment. |
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| Process of assigning subjects to the experimental or control groups randomly, so that each subject has an equal chance of being in either group. |
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| The phenomenon in which the expectations of the participants in a study can influence their behavior. |
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| Tendency of the experimenter's expectations for a study to unintentionally influence the results of the study. |
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| To control for bias and placebo, the subject does not know who is in the experiment group. |
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| neither the experimenter or the subjects know which is the control or experimental group. |
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| Ethical principles of research (Humans) |
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| Human subjects: you must protect their rights, cause no undue stress or trauma, minimize deception, maintain confidentiality, no coercion to participate, informed consent and debriefing. |
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| Ethical principles of research (Animals) |
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| For use for experiments that cannot be run with humans; mostly rats and mice are used. There are humane treatment standards. |
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