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| an early school of psychology that used introspection to explore the structural elements of the human mind |
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| a school of psychology that focused on how our mental and behavioral processes function- how they enable us to adapt, survive, and flourish |
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| The view that psychology should be an objective science that studies behavior without reference to mental processes. |
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| historically significant perspective that emphasized the growth potential of healthy people and the individual's potential for personal growth. |
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| The interdisciplinary study of the brain activity linked with cognition (including perception, thinking, memory, and language). |
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| the science of behavior and mental processes |
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| The longstanding controversy over the relative contributions that genes and experiences make to the development of psychological traits and behaviors. Today's science sees traits and behaviors arising form the interaction of nature and nurture. |
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| the principle that among the range of inherited trait variations, those contributing to reproduction and survival will most likely be passed on to succeeding generations. |
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| an integrated approach that incorporates biological, psychological, and social-cultural levels of analysis |
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| scientific study that aims to solve practical problems |
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| a branch of medicine dealing with psychological disorders; practiced by physicians who sometimes provide medical treatments as well as psychological therapy |
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| the tendency to believe, after learning an outcome, that one would have foreseen it. (I-knew-it-all-along phenomenon) |
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| an explanation using an integrated set of principles that organizes observations and predicts behaviors or events. |
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| a statement of the procedures used to define research variables |
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| repeating the essence of a research study, usually with different participants in different situations, to see whether the basic finding extends to other participants and circumstances. |
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| an observation technique in which one person is studied in depth in the hope of revealing universal principles |
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| Naturalistic Observations |
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| observing and recording behavior in naturally occurring situations without trying to manipulate and control the situation |
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| the perception of a relationship where none exists |
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| a research method in which an investigator manipulates one or more factors to observe the effect on some behavior or mental process. By random assignment of participants, the experimenter aims to control other relevant factors. |
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| Control versus Experimental Group |
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Control: in an experiment, the group that is not exposed to the treatment; contrasts with the experimental group and serves as a comparison for evaluating the effect of the treatment.
Experimental: the group that is exposed to the treatment, that is, to one version of the independent variable. |
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| Independent versus Dependent Variable |
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Independent: the experimental factor that is manipulated; the variable whose effect is being studied
Dependent: the outcome factor; the variable that may change in response to manipulations of the independent variable |
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| carry the messages from the body's tissues and sensory organs inward to the brain and spinal cord |
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| neurons that carry outgoing information from the brain and spinal cord to the muscles and glands |
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| neurons within the brain and spinal cord that communicate internally and intervene between the sensory inputs and motor outputs |
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| a neural impulse; a brief electrical charge that travels down an axon. |
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| the level of stimulation required to trigger a neural impulse |
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| a neurotransmitter's reabsorption by the sending neuron. |
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| "morphine within" - natural opiatelike neurotransmitters linked to pain control and to pleasure |
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1) Agonists mimic or fool receptors
2) Antagonists block the receptors |
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| Central vs. Peripheral Nervous systems |
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Central: the brain and spinal cord
Peripheral: the sensory and motor neurons that connect the central nervous system to the rest of the body |
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| Somatic vs. Autonomic nervous system |
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| The somatic system controls the body's skeletal muscles (voluntarily) while the autonomic system controls the glands and the muscles of the internal organs (involuntarily) |
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| Sympathetic vs. parasympathetic division |
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| Sympathetic system arouses while the parasympathetic division calms |
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| Clusters of the brain's neurons that work together in networks |
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| an information highway connecting the peripheral nervous system to the brain |
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| The body's "slow" chemical communication system; a set of glands that secrete hormones into the bloodstream. |
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| Chemical messengers that are manufactured by the endocrine glands, travel through the bloodstream, and affect other tissues (like your brain). |
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| a pair of endocrine glands that sit just above the kidney and secrete hormones that help arouse the body in times of stress (adrenaline) |
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| The most influential gland. Under the influence of the hypothalamus, the pituitary regulates growth and controls other endocrine glands. |
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| tissue destruction. A brain lesion is a naturally or experimentally caused destruction of brain tissue |
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| the central core of the brain. It is responsible for automatic survival functions. |
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| neural system located below the cerebral hemispheres; associated with emotions and drives |
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Cerebral Cortex
1) Distinguishes us from lower organisms
2) Receives and processes information
3) Makes decisions
4) Directs voluntary actions
Def: the intricate fabric of interconnected neural cells covering the cerebral hemispheres; teh body's ultimate control and information-processing center. |
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| the brain's ability to change, especially during childhood, by reorganizing after damage or by building new pathways based on experience |
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| the large band of neural fibers connecting the two brain hemispheres and carrying messages between them |
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| tissue destruction. A brain lesion is a naturally or experimentally caused destruction of brain tissue |
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| the central core of the brain. It is responsible for automatic survival functions. |
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Definition
| neural system located below the cerebral hemispheres; associated with emotions and drives |
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Definition
Cerebral Cortex
1) Distinguishes us from lower organisms
2) Receives and processes information
3) Makes decisions
4) Directs voluntary actions
Def: the intricate fabric of interconnected neural cells covering the cerebral hemispheres; teh body's ultimate control and information-processing center. |
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Term
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Definition
| the brain's ability to change, especially during childhood, by reorganizing after damage or by building new pathways based on experience |
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| the large band of neural fibers connecting the two brain hemispheres and carrying messages between them |
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| the fertilized egg; it enters a 2-week period of rapid cell division and develops into an embryo. |
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| the developing human organism from about 2 weeks after fertilization through the second month |
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| the developing human organism from 8 weeks after conception to birth. |
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| agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm |
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| all the mental activities associated with thinking, knowing, remembering, and communicating |
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| a concept or framework that organizes and interprets information |
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| Interpreting our new experience in terms of our existing schemas |
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| Adapting our current understandings (schemas) to incorporate new information |
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| Infants younger than 6 months seldom understand that things continue to exist when they are out of sight. |
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| the principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects (during preoperational) |
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| The preoperational child's difficulty taking another's point of view |
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| people's ideas about their own and other's mental states - about their feelings, perceptions, and thoughts, and the behaviors these might predict. |
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| a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers. |
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| By the age of 12, most children have developed an understanding of who they are |
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Types of parenting:
Authoritarian
Permisive
Authoritative |
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1. Authoritarian: parents impose rules and expect obedience
2. Permissive: parents submit to their children's desires. They make few demands and use little punishment.
3. Authoritative: parents are both demanding and responsive. They exert control by setting rules and enforcing them, but they also explain the reasons for rules. They encourage open discussion when making the rules and allow exceptions. |
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| the "we" aspect of our self-concept; the part of our answer to "Who am I?" that comes from our group memberships. |
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