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| branch of psychology that emphasizes human strengths. research centers on topics such as hope, optimism, happiness, and gratitude |
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| interested in figuring out ways to treat depression, anxiety, stress reactions, etc. |
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| individuals seek to reach their full potential. it recognizes the importance of self-actualization and free will |
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| emphasizes a persons positive qualities, the capacity for positive growth, and the freedom to choose ones destiny. |
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| Looks at various reactions in the nervous system, the brain, and other areas of the body that might affect people. |
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| Developmental Psychologist |
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| concerned with how people become who they are, from conception to death. looks at the types of changes that take place over the course of someones life |
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| the variable that is manipulated or controlled, (the cause) |
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| the variable that is affected by the independent variable (the effect) |
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viewing behavior in a real-world setting
Observing certain dynamics within its innate or usual state to determine patterns
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| Assessing the preferences of people via use of questionnaire |
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| the relationship between two variables. correlation does not imply causation. positive sign means as one increases so does the other, negative means as one increases the other decreases |
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Chemical messengers that take a message from one neuron to another. carry information across the synaptic gap to the next neuron
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| extends from the rear of the brain. involved in motor coordination and is important for balance and coordination |
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| located in the left hemisphere and is involved in the control of speech. Lesion or damage to this area of the brain causes the person to have difficulty producing speech |
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| portion of the cerebral cortex behind the forehead. part of the brain that is used for decision making, problem solving, and reasoning. involved in personality, intelligence and the control of voluntary muscles. |
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| Sympathetic Nervous System |
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| part of the autonomic nervous system that arouses the body. the fight or flight part. when activated blood pressure increases, perspiration, and increase in pulse rate. |
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| a persons genetic heritage, the actual genetic material contained in every cell of the body |
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| tree-like fibers projecting from a neuron that receive information and orient it toward the neurons cell body |
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| part of the neuron that carries information away from the cell body toward other cells. can be very long |
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| a change in the responsiveness of the sensory system based on the average level of surrounding stimulation. the ability to adjust to stimuli that affects the senses. for example. being in a dark room and then stepping into the light, the blinding feeling is because sensory adaptation takes time. |
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| dynamic that assists an individual to fill in the dots and make sense of information that is only partially provided |
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| part of the eye that analyzes an images, processes it and sends it along for interpretation i the occipital lobe. the primary mechanism of sight |
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| receptor cells for the retina that are sensitive to light, not useful for color vision. only low light and black/white vision |
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| the receptors we use for color perception |
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| provide information about movement, posture, and orientation. consists of such things as muscle fibers and joints |
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| 5 stages, 1, 2, 3, 4, REM. as the sleep cycle goes on a person will spend more time in REM sleep |
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| Disorder where the individual has sudden sleep attacks when they would normally be awake and alert |
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| 24 hour biological cycle that regulates patterns of sleep. involve sleep/wake pattern, body temperature, blood pressure and blood sugar level. |
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| reflexive gasping for breath where the person stops breathing while asleep numerous times a night |
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| Activation-Synthesis theory |
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| theory that dreaming occurs because your brain is attempting to make sense of electrical charges in your brain |
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| reduces activity of the central nervous system, lowering inhibitions |
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| reinforce gradual approximations to the desired goal. rewards |
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| learning process in which a neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response |
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| Unconditioned Stimulus (UCS) |
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| a stimulus that produces a response without prior learning |
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| unconditioned response (UCR) |
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| an unlearned natural response to the UCS |
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| previously neutral stimulus triggers a response after being paired with an unconditioned stimulus |
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| the learned response to a neutral stimulus |
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| the formation of a learned response to a stimulus through presentation of an unconditioned stimulus. the initial learning of the connection between the UCS and CS when they are paired. the CS is repeatedly presented followed by the UCS and then the CS produces the same CR as the UCR produced by the UCS |
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| the tendency of a new stimulus that is simililar to the original conditioned stimulus to elicit a response that is similar to the conditioned response |
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| learned ability to distiguish between the CS and other stimuli. |
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| biological. a reinforcer that is rewarding in itself, such as food, water or sexual satisfaction. |
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| acquires its positive value through experience. learned a reinforcer that acquires its reinforcing power through association with a primary reinforcer |
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| re-enforces a behavior after a set number of behaviors |
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| a time table in which a behavior is rewarded an average amount of times but on an unpredicatable basis. (slot machine) after an unpredictable number of responses |
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| reinforces the behavior after a fixed amount of time has passed |
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| behavior is reinforced after a a variable amount of time has elapsed. Unpredictable time intervals |
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| a consequence that decreases the likelihood that a behavior will occur again. the aim of punishment is to decrease the likelihood that an ongoing behavior will reoccur |
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| the frequency of the behavior increases because of the removal of a negative thing. |
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| dividing attention between three or more things. does not assist in memory and remembering information. the only exception might be with individuals with ADHD but in general it is not good for memory |
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| process that enables information to move from the sensory memory into short-term memory |
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| to remember something that was previously learned |
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| memory task where you only have to identify learned items, Ex. multiple choice test |
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| memory for events. the retention of information about the where when and what of life's happenings |
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| a persons knowledge about the world. memory for facts, ideas and concepts |
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| grouping or packing of information. works by making large amounts of information more manageable |
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| refers to the extent to which a test measures what it is intended to measure. it measures what it is supposed to measure |
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| the extent to which a test yields a consistent reproducible measure of performance. test yields the same results over and over again |
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| intelligent Quotient Formula: IQ |
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| the ability to think in wors and use language to express meaning. occupations: author, journalist, speaker |
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| mathematical intelligence |
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| the ability to carry out mathematical operations. Occupations: scientist, engineer, accountant |
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| the ability to think three-dimensionally. Occupations: architect, sailor, artist |
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| body-kinesthetic intelligence |
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| the ability to manipulate objects and to be physically adept. Occupations: surgeon, craftsperson, dancer, athlete |
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| the ability to be sensitive to pitch, melody, rhythm, and tone. Occupations: composer, musician |
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| Interpersonal intelligence |
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| the ability to understand and interact effectively with others. Occupations: teacher, mental health professional, |
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| intrapersonal intelligence |
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| the ability to understand oneself. Occupations: theologian, psychologist |
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| The ability to observe patterns in nature and understand natural and human-made systems. Occupations: farmer, botanist, ecologist, landscaper |
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| the ability to grapple with the big questions of human existence, such as the meaning of life and death, with special sensitivity to issues of spirituality. Gardner has not identified an occupation for existential intelligence but one career path would likely be a philosopher |
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| Positive and Negative Effects on IQ |
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| Although genetics may influence intellectual ability, environmental factores and opportunities make a difference |
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| recommended strategies for how parents should talk to their babies |
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- initiate conversations
- talk as ifthe infant understands everything you are saying
- use a language style in which you feel more comfortable
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| an MIT linguist that believed that childrens language development cannot be explained by environmental input. he believed that children were prewired to learn language at a certain time and in a certain way |
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| occurs when individuals fail to solve a problem because they are fixated on a things usual function |
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| intelligence tests that are intended to be culturally unbiased ex. a test with no verbal questions |
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