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(philosophy) the doctrine that knowledge derives from experience
Important to development of psychology |
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| Father and founder of psychology. Established first formal psychology research lab in Germany in 1879 |
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| (Wundt) To study conscious experience and its structure. Methods: Experiments; introspection. |
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| (Fechner) Complex, but predictable, relationships between changes in the physical charecteristics of stimuli and changes in our psychological experience of them. |
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| (Frued) To explain personality and behavior; to develop techniques for treating mental disorders. Methods: Study of individual cases. |
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| (William James) To study how the mind works in allowing an organism to adapt to the environment. Method: Naturalistic observation of animal and human behavior. |
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| Developmental Psychologists |
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| Psychologists who seek to understand, describe, and explore how behavior and mental processes change over a lifetime. |
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| Psychologists who study the mental processes underlying judgement, decision making, problem solving, imagining, and other aspects of human thought or cognition. |
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| (Watson). To study only observable behavior and explain behavior through learning principles. Methods: Observation of the relationship between environmental stimuli and behavioral responses. |
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| (Wertheimer) To describe the organization of mental processes; "The whole is greater than the sum of its parts." Methods: Observation of sensory/perceptual phenomena. |
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| A field in which psychologists study human factors in the use of equipment and help designers create better versions of that equipment. |
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| Personality Psychologists |
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| Psychologists who study the characteristics that make individual similar to, or different from. one another. |
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| Clinical and Counseling Psychologists |
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| Psychologist who seek to assess, understand, and change abnormal behavior. |
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| Psychologists who work to obtain psychological services for people in need of help and to prevent psychological disorders by working for changes in social systems. |
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| Psychologists who study the effects of behavior and mental processes on health and illness, and vice versa. |
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| Educational Psychologists |
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| Psychologist who study methods by which instructors teach and students learn and who apply their results to improving those methods. |
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| Psychologists who test IQs, diagnose students' academic problems, and set up programs to improve students achievements. |
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| Psychologists who study how people influence on another's behavior and mental processes, individual and in groups. |
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| Industrial/Organazational Psychologists |
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| Psychologists who study ways to improve efficiency, productivity, and satisfaction among workers and the organizations that employ them. |
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| Quantitative Psychologists |
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| Psychologists who develop and use statistical tools to analyze research data. |
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| Typical Activities and Work Settings for Psychologists |
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40.4% - Private Practice
24.5% - Colleges
17.9% - Mental health facilities
5.5% - Business and government
3.8% - Schools
7.6% - Other |
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| An approach to Psychology in which behavior and behavior disorders are seen as the result of physical processes, especially those relating to the brain and to hormones and other chemicals. |
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| An approach to psychology that emphasizes the inherited, adaptive aspects of behavior and mental processes . |
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| A view developed by Freud that emphasizes the interplay of unconscious mental processes in determining human thought, feelings, and behavior. |
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| An approach to psychology emphasizing that human behavior is determined mainly by what a person has learned, especially from rewards and punishments. |
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| A way of looking at human behavior that emphasizes research on how the takes in information, creates perceptions, forms and retrieves memories, processes information, and generates integrated patterns of action. |
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| An approach to psychology that views behavior as controlled by the decision that people make about their lives based on their perceptions of the world. |
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| Individualist vs. Collectivist Cultures |
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| Individualist cultures tend to support the idea of placing one's personal goals of the extended family or workgroup, whereas collectivist cultures tend to encourage putting the goals of those groups ahead of personal goals. |
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| The process of assessing claims and making judgments on the basis of well supported evidence. |
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| 5 Steps to Critical Thinking |
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1. What am I being asked to believe or accept?
2. What evidence is available to support the assertion?
3. Are there alternative ways of interpreting the evidence?
4. What additional evidence would help to evaluate the alternatives?
5. What conclusions are most reasonable? |
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| A specific proposition about something you want to study. Hypotheses state in clear, precise words what researched think may be true and how they will know if its not. |
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| A statement that defines the exact operations or methods used in research. |
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| A factor or characteristic that is manipulated or measured in research. |
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| Numbers that represent research findings and provide the basis for research conclusions. |
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| An integrated set of propositions that can be used to account for, predict, and even suggest ways of controlling certain phenomena. |
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| The process of watching without interfering as a phenomenon occurs in the natural environment. |
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| A research method involving the intensive examination of some phenomenon in a particular individual, group, or situation. |
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| A research method that involves giving people questionnaires or special interviews designed to obtain descriptions of their attitudes, beliefs, opinions, and intentions. |
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| A Research method that examines relationships between variables in order to analyze trends in data, to test predictions, to evaluate theories, and to suggest new hypotheses. |
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| A situation in which the researcher manipulates one variable and then observes the effect of the manipulation on another variable, while holding all other variables constant. |
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| In an experiment, the group that receives the experimental treatment. |
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| In an experiment, the group that receives no treatment or provides some other baseline against which to compare the performance or response of the experimental group. |
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| The variable manipulated by the researcher in an experiment. |
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| In an experiment, the factor affected by the independent variable. |
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| In an experiment, any factor that affects the dependent variable, along with or instead of the independent variable. |
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| In an experiment, a confounding variable in which uncontrolled or uncontrollable factors affect the dependent variable,along with or instead of the independent variable. |
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| The procedure by which random variables are evenly distributed in an experiment by putting participants into various groups through a random process. |
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| A physical or psychological treatment that contains no active ingredient but produces an effect because the person receiving it believes it will. |
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| A confounding variable that occurs when an experimenter unintentionally encourages participants to respond in a way that supports the hypothesis. |
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| A research design in which neither the experimenter nor the participants know who is in the experimental group and who is in the control group. |
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| The process of selecting particiipants who are members of the population that the researcher wishes to study. |
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| A group of research participants whose characteristics fairly reflect the characteristics of the population from which they were selected. |
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| A group of research participants selected from a population whose members all had an equal chance of being chosen. |
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| A group of research participants selected from a population each of whose members did not have an equal chance of being chosen. |
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| The study of how genes and environment work together to shape behavior. |
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| Numbers that summarize a set of research data. |
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| A set of mathematical procedures that help psychologists make inferences about what their research data means. |
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| A measure of central tendency that is the halfway point in a set of data: Half the scares fall about the median, and half fall below it. |
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| A measure of central tendency that is the arithmetic average of the scores in a set of data. |
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| A measure of variability that is the average difference between the highest and the lowest values in a set of data. |
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| A measure of variability that is the average difference between each score and the mean of the data set. |
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| In research, the degree to which on variable is related to another. |
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| A statistic, r, that summarizes the strength and direction of a relationship between two variables. |
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| Statistically Significant |
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| Referring to a correlation, or a difference between two groups, that is a larger than would be expected chance. |
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| Fundamental unit of the nervous system; nerve cell. |
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| Cells in the nervous system that hold neurons together and help them communicate with one another. |
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| A fiber that carries signals from the body of a neuron out to where communication occurs with other neurons.(Electrochemical) |
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| A neuron fiber that receives signals from the axons of other neurons and carries those signals to the cell body.(Electrochemical) |
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| The tiny gap between neurons across which they communicate.(Chemical) |
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| A chemical released by one cell that binds to the receptors on another cell. |
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| Protein on the cell membrane that receives chemical signals. |
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