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| What are the 3 aspects of Psychology? |
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1 Behavior: It is everything we do that can directly be observed. 2 Mental Processes: describes thoughts, feelings, motives we experience privately, can’t be observed. 3 Science: the use of scientific methods to observe, describe, predict, explain behavior. |
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| The belief that behavior is caused by an individuals independent decision making. |
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| The assumption that everything that happens has a cause or determinant in the observable world. |
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| The belief that the mind is separate from the brain but somehow controls the brain. |
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| Proposes that mind and brain are inseperable. |
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| Environment is what shaped you. |
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| Genetics is what made you. |
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| Developmental Psychologists |
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| Study the behavioral capacities typical of different ages and how behavior changes with age. |
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| Learning and Motivation Psychologists |
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| Psychologists who study and do research in this area are interested in how behavior depends on outcomes of past beehaviors and current motivations. |
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| Study the processes of thinking and acquiring knowledge. |
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| Try to explain behavior in terms of biological factors. |
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| Evolutionary Psychologists |
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| Try to explain behavior in terms of natural selection pressures promoting behaviors that lead to success in reproduction and survival. |
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| Study how an individual influences and is influenced by other people. |
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| Cross-Cultural Psychologists |
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| Compare the behavior of people from different cultures. |
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| Trained as Medical Doctors. |
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| Industrial/Organizational Psychologists |
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| Study people's behavior in the workplace. |
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| Specialize in the psychological conditions of the students. |
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| Work with career development and transitioning, adjustments in marital, social, behavioral, academic and vocational. |
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| Founder of first psychology lab in Leipzig, Germany in 1879. Founder of Introspection. |
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| To observe and report, to look within yourselves. *Wundt's experiment testing this failed because it was too subjective. |
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| Student of Wundt. Founded Structuralism in 1892. |
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| Researcher attempts to describe the structures that compose the mind and its sensations, feelings and images. |
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| Investigated how the mind produces behaviors. Rejected Wundt and Titchener. Founder of Functionalism. |
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| The approach where psychologists learn how people produce useful behaviors. |
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| Forced scientists to consider that humans and other species had basic features in common, such as thinking and intelligence. Wrote the Origin of the Specis and The Descent of Man. |
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| Comparative Psychologists |
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| Psychologists who compare different animal species. |
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| Was interested in measurement of human characteristics, and the role of heredity in acheivement. |
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| Devised first useful intelligence test in 1905. |
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| A field of psychology that concentrates on observable, measurable behaviors and not on mental processes. |
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| Founder of Psychoanalysis |
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| One of the pioneering women of U.S. psychology. President of the American Psychology Association. |
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A way of answering questions that help remove bias from the study.
1- Identify research Problem
2- Design study to investigate
3- Test hypothesis, collect & analyze data
4- Draw Conclusion
5- Publish or communicate findings |
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| A set of ideas that helps to explain data and make predictions. Explains how facts are related. If good, then we can make predictions. |
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| The possibility that an assertion can be proven false by an observation or a physical experiment. |
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| Reliance on the fewest and simplest possible assumptions. considered an essential strength of good scientific theory. |
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| ESP - Extra-Sensory Perception |
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| The ability to aqcuire info w/o using senses or receiving any form of energy. |
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| A testable prediction of what will occur under a stated set of conditions. It allows us to test the theory. |
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| Testing of hypotheses must be repeated. |
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| Those that anyone can obtain by following the same procedures. |
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| Combines and analyzes the results of many studies as if they were all on one very large study. |
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| A group chosen because of its ease of availability and study. |
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| Closely resembles the entire population where we generalize our results in percentages of males and females, ethnic or racial groups, age levels, etc. |
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| Every member of population has a chance of being included in the sample. Decreases bias from results. |
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| Involves selecting at least 2 cultures for study. |
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| The tendency of an experimenter to unintentionally distort or misperceive the results of an experiment based on the outcome of the research. |
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| Record data without knowing what the researcher is studying. |
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| A sham treatment. Difficult to know who has received treatment and who has not. |
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| Monitoring what people and animals do under natural circumstances, w/o influencing it. |
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| A thorough observation and description of a single individual, studied in great depth. |
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| A thorough observation and description of a single individual, studied in great depth. |
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| A study of certain beliefs, attitudes, or behaviors, based on people's responses to specific questions. |
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| Research method used to establish degree of relationship (correlation) between two events or variables. |
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| One variable increass as the other variable. |
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| One variable increases as the other variable decreases. |
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| The mathematical estimate of the strength and direction of a correlation. |
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| Exposed to independent variable or receive treatment being tested. |
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| Treated in the same way as the experimental group except for exposure to the treatment. |
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| Any condition, factor that can be manipulated, controlled, or measured. |
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| A selection method in which the experimenter assigns subjects to either the experimental or control group using a procedure based on chance. |
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| The stimulation of sensory organs and the transmission of sensory info to the brain. |
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| The process of organizing, integrating, interpreting of that information, by which we understand sensory info. |
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| Specialized cells in our bodies that convert environmental energies into signals for the nervous system. |
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| Adjustable opening in the eye through which light enters. |
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| Surrounds pupil, makes pupil dilate or constrict. Gives your eye its characteristic color, too. |
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| A rigid, transparent structure on the very outer surface of the eyeball. Focuses light by directing it through pupil. |
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| A flexible structure that varies in thickness, enabling the eye to accommodate, adjusting its focus for objects at different distances. |
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| At the back of the eye, containes the visual receptors. |
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| Visual receptors that respond to dim light. Outnumber cones in human eye. Contained in retina. |
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| Visual receptors involved in color vision. About 5-10% of visual receptors in human retina are cones. |
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| The center of the human retina, and location of highest proportion of cones. |
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| The number of vibrations or cycles of the soundwave per second. Perception of frequency is referred to as pitch. |
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| The intensity of sound waves, perceived as loudness. |
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| Location of hearing receptors. |
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| What are the three bones of the eardrum (tympanic membrane)? |
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| The malleus, incus and stapes (hammer, anvil & stirrup) |
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| The sound waves strike the tympanic membrane (eardrum) and the vibrations cause the three tiny bones to work to make the sound waves become stronger signals. The stirrup causes the cochlea to vibrate. The vibration displaces hair cells along the basilar membrane within the cochlea. The hair cells are connected to the neurons of the auditory nerve. The auditory nerve transmits the impulses from the cochlea to the cerebral cortex. |
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| Detecting chemicals on the tongue. It's major function is to control and motivate our eating and drinking. |
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| Four Primary Tastes of Western Medicine: sweet, sour, salty and bitter. MSG, used in Asian cooking, is a possible fifth taste. |
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| The sense of smell. Detect the presence of airborne molecules of chemicals. |
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| Focuss on the human ability to perceive overall patterns. |
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| Defines your nature. Based on biological transmission of traits from one generation to the next. |
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| Branch of biology that studies heredity. The study of how your genes determine the person you are. |
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| Rod shaped structures composed of genes found in the nucleus of cells. |
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| How many chromosomes do humans have? |
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| 46 Chromosomes (23 Pairs) In every body cell except for sex cells. |
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| A form of multiple birth in which the mother gives birth to two offspring from the same pregnancy, either of the same or opposite sex. |
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| Monozygotic (Identical Twins) |
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| Develop from a single fertilized egg and have identical genes, resulting from a single zygote that has split in two, resulting in 2 children that are gnetically identical. |
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| Dizygotic (Fraternal Twins) |
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| Develop from two eggs and share only half of their genes, like any other sibling set. 2 eggs form from 2 zygotes. |
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| When mother drinks during pregnancy, baby is likely to be born with Fetal Alcohol Syndrom (FAS) |
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| Infants suck more vigorously when they hear sounds they find stimulating. Eventually the infant becomes habituated (used to them) and responding decreases. Playing new sounds for an infant will increase responding, and may even result in dishabituation, or increased responding to previously habituated sounds. |
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| Newborns' learning and memory |
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| Infants as young as one month old can discriminate. Infants show a marked preference on the day of their birth, suggesting that they have some memory of her voice from before birth. |
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| Compares groups of individuals of different ages simultaneously. |
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| Follows a single group of individuals as they develop. |
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| Combines cross-sectional and longitudinal studies, studying groups of people of different ages at multiple points in each group's lifespan. |
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| Founder of Cognitive Developmental Theory |
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| Cognitive Developmental Theory |
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| Study of how children learn to think and reason. |
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| An organized way of interacting with objects in the world. A mental structure that acquires and organizes knowledge. (Realizing that certain actions go best with certain objects, linking objects with actions. |
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| Adaptation takes place by which two processes? |
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| Assimilation & Accomodation |
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| Four Stages of Intellectual Development |
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| Sensorimotor, Preoporational, Concrete Operations, Formal Operations |
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| Birth - 2 years old. Child uses senses and motor abilities to understand the world. Piaget believed that infants respond only to what they say and hear, not what they remember or imagine. |
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| The idea that objects continue to exist even when one cannot see them or otherwise sense them. |
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| 2-7 Years. The stage where children use language and think symbolically. |
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| Preschool ages. An age of self-centeredness. The term "operations" refers to reversible mental processes. It's the inability to take perspective of another person, or imagine another's point of view. |
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| Concrete Operational Stage |
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| 7-12 Years. Child uses concepts of time, space, volume, number. When problem solving, children take things literally. |
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| The awareness that appearances can be deceiving. It is a concept that certain objects remain the same regardless of changes in other properties. |
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| 12 Years and up. The stage where children develop intellectually, think ahead. |
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| A Russian developmental psychologist who thought that education needed to meet children at their own level. A child's development is a direct result of his/her culture and social interactions within home. ZPD and Scaffolding are his ideas. |
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| Zone of Proximal Development (ZPD) |
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| The distance between what a child can do alone and what a child can do with assistance from others. |
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| Teachers or parents provide children with problem solving methods and change level of support over course of session. |
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| Founder of theory of Psychosocial Development. |
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| Erikson's Theory of Psychosocial Development |
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| Erikson divided the human life span into eight ages, each with its own social and emotional conflicts. Every life is maked by milestons, with notable events or turning points in personal development. |
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| Trust vs. Mistrust (Stage 1) |
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Definition
Children are completely dependent on others.
Trust= Babies given warmth, touching, love, physical care.
Mistrust= Caused by inadequate care by parents who are cold, indifferent, rejecting. |
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| Autonomy Vs. Shame & Doubt (Stage 2) |
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| Ages 1-3. Conflict between growin self control and feelings of shame and doubt (about their actions- spilling, falling etc.) |
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| Initiative vs. Guilt (Stage 3) |
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| Ages 3-5. Children take initiative through play, learn to make plans, carry out tasks. It's a conflict between learning to take initiative and overcoming feelings of guilt about doing so if parents criticize or discourage their questions. |
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| Industry vs. Inferiority (Stage 4) |
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| Conflict on lack of support for industrious behavior (building, painting, etc.) which result in feelings of inferiority. |
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| Adolescence- Identity vs. Role Confusion (Stage 5) |
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| Conflict concerning need to establish a personal identity. |
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| Young Adulthood (Stage 6) |
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| Establishing intimacy with others vs feeling isolated from others. |
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| Middle Adulthood- Generativity vs. Stagnation (Stage 7) |
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| Self interest is countered by interest in guiding the next generation. |
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| Late Adulthood- Integrity vs. Despair (Stage 8) |
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| Conflict in old age between feelings of integrity and despair of viewing previous life events with regret. |
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| Described four basic styles of parenting based on the dimensions of warmth and control. |
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| Impose controls but show warmth and encouragement to child. |
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| Impose control but tend to be emotionally distant from the child. |
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| Warm but impose few limits. |
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| Distant and do little more than provide resources. |
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