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| An objective description of how a research variable is going to be measured and observed |
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| An idea that is arrived at logically from a theory. It is a prediction that can be tested. |
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| A reasearch strategy that identifies relationships between two or more variables in order to describe how these variables change together |
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| A sample that gives every member of the population the equal chance of being selected |
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| The situation where an extraneous variable has not been measured accounts for the relationship between two others |
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| A special kind of systematic observation that involves obtaining measures of variable of interest in multiple maves over time |
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| A carefully regulated procedure where one or more variables believed to influence the behavior being studied are manipulated while all other variables are held constant |
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| The assignment of participants to contain groups by chance |
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| The manipulated experimental factor in an experiment |
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| A factor that can change in an experiment in response to changes in the independent variable |
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| A group in the research study whose experience is manipulated |
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| Just like the experimental group except for the manipulated factor |
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| The extent to which changes in the depedent variable are due to independent variable maniuplation |
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| The extent to which an experimental design is represented of the real world issues it addresses |
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| The influence of the experimenter's own expectations on the outcome of the research |
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| A statistical measure of standard tendency that is calculated by adding all scored and then dividing by the number of scores |
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| A statistical measure of variability that measures how much the scores vary on the average around the mean |
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| Mathematical procedures that are used to describe and summarize sets of data in a meaningful way |
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| Mathematical methods that are used to indicate whether data sufficiently support or confirm a reasearch hypothesis |
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| The brain and spinal cord |
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| The division of the peripheral nervous system that communicates with the body's internal organs. Consists of the sympathetic and parasympathetic nervous systems |
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| Sympathetic Nervous System |
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| The division of the autonomic nervous system that arouses the body |
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| Parasympathetic Nervous System |
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| The division of the autonomic nervous system that calms the body |
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| Nerve cells that are specialized for processing information. Basic units of the nervous system |
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| Branches of a neuron that carries information away from cell body. Most neurons have numerous dendrites |
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| Part of the nueron that carries information away from cell body to other cells |
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| Tiny juntion between two neurons generally where the axon of one neuron meets the dendrites of another neuron |
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| Forebrain structure that functions as a relay station to sort information and send it to appropriate areas in forbrain |
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| Small forebrain structure involved in regulating eating, drinking, and sex, directing the endocrine system and monitoring emotion, stress, and reward |
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| Highest level of the forebrain where highest mental fuctions such as thinking and planning happen |
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| An idividual's genetic heritage, hir or her actual genetic material |
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| Physical traits of a person that are measurable and observable |
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| The pattern of continuity and change in human capabilities that occurs through the course of life |
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| An organism's biological inheritance |
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| An organism's environmental experiences |
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| A test of perception that involves giving infants a choice of what object to look at and that is issued to determine whether infants can distinguish between objects |
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| Decreased responsiveness to a stimulus often repeated presentations |
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| An individual incorporation of new information to existing knowledge |
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| An individual's adjustment of a schema to new information |
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| The close emotional bond between the infant and its caregiver |
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| Involve expectations of how females and males should think, act and feel |
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| Involves the changes in the feelings of how we think about morals and values |
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| The process of receiving stimulus energies from the environment |
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| The brain's process of organizing and interpreting sensory information accross different neutral pathways |
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| Processing that begins with sensory receptors registering environmental information for analysis and interpretation |
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| Processing of perceptual information that starts out with cognitive processing at higher levels of the brain |
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| Specialized cells that detect stimulus information and transmit it to sensory (afferent) nerves in the brain |
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| The receptors in the retina that are sensitive to light but are not very useful for color |
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| The receptors in the retina that process information about color |
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| Depth cues that are based on the images combinations on the left and right eyes and the ways the two eyes work together |
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| Depth cues that are avaiable from either eye |
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| Awareness of external events and internal sensations including awareness of the self and thoughts about one's experiences; this awareness occurs under condition of arousal |
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| The most alert states of consciousness |
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| States of consciousness that require little attention and do not interfere with other ongoing activities |
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| Freud's concept of a reservior of unacceptable wishes, feelings, and thoughts that are beyond conscious awareness |
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| A relatively permanent change in behavior that occurs through experience |
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| A theory of learning that focuses solely on observable behaviors, discounting the importance of such mental activitiy as thinking, wishing and hoping |
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| Learning by which a neutral stimulus becomes associated with a meaningful stimulus and aquires the capacit 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 response that is automatically elicited by an unconditioned stimulus |
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| A previously neutral stimulus that evenutally elicits the conditioned response after being associated with the unconditioned stimulus |
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| Conditioned Response (CR) |
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| The learned response to the conditioned stimulus that occurs after the pairing of a conditioned stimulus and an unconditioned stimulus |
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| The initial learning of the stimulus-response link, which involves a neutral stimulus being associated with an unconditioned stimulus and becoming the conditioned stimulus that elicits the conditioned response |
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| the weakening of the conditioned response in the absence of the unconditioned stimulus |
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| Also called instrumental conditioning; a form of learning in which the consequences of behavior change the probability of the behavior's occurrence |
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| Thorndike's principle that behaviors followed by positive outcomes are strengthened, whereas behaviors followed by negative outcomes are weakened |
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| Rewarding approximations of desired behavior |
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| The process by which a stimulus or an event strengthens or increases the probability of a behavior or an event follows |
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| Following a behavior with a rewarding stimulus to increase the frequency of the behavior |
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| Following a behavior with the removal of aversive stimulus to increase the frequency of the behavior |
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| Schedules of Reinforcement |
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| Timetables that determine when a behavior will be reinforced |
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| The species-specific biological predisposition to learn in certain ways but not others |
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| The retention of information over time through the processes of encoding, storage and retrieval |
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| The process by which information get into memory storage |
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| Retention of information over time and the representation of information in memory |
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| The memory process of taking information out of storage |
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| The view that memory storage involves three separate systems: sensory memory, short-term memory, and long-term memory |
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| A three-part system that temporarily holds information as people perform cognitive tasks. Working memory is a kind of mental work-bench on which information is manipulated and assembled to help individuals perform other cognitive tasks |
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| A relatively permanent type of memory that stores huge amounts of information for a long time |
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| The conscious recollection of information, such as specific facts and events and information that can be verbally communicated |
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| The retention of information about the where, when and what of life's happenings |
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| A person's knowledge about the world |
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| Memory in which behavior is affected by prior experience without that experience being consciously recollected |
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| A type of implicit memory process involving the activation of information that people already have in storage to help them remember new information better and faster |
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| The way in which information is processed and manipulated in remembering, thinking and knowing |
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| Manipulating information mentally, as we form concepts, solve problems,make decisions, and reflect in a creative or critical manner |
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| Mental categories that are used to group objects, events and characteristics |
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| Model stating that all instances of a concept share defining properties |
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| Model emphasizing that when people evaluate whether a given item reflects a certain concept, they compare the item with the most typical item(s) in the category |
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| The tendency to search for and use information that supports, rather than refutes our ideas |
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| The tendency to report falsely after the fact, that we accurately predicted an outcome |
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| A prediction about the probability of an event based on the ease of recalling or imagining silimar events |
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| Individual's interpretation of the events in their lives as harmful, threatening, or challenging and their determination of whether they have the resources to cope effectively with the events |
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| The cognitive strategy of squarely facing one's troubles and trying to solve them |
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| Responding to the emotional aspects of stress rather than focusing on the problem causing the stress |
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| Directly confronting a problem with active attempts to solve it |
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| Coping with a problem by trying one's best to ignore it |
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| The force that moves people to behave, think, and feel the way they do |
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| Self Determination Theory |
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| A theory motivation that proposes that three basic, organismic needs (competence, autonomy, relatedness) characterize intrinsic motivation |
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| Theory stating that emotion results from physiological states triggered by the stimuli in the environment |
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| Facial Feedback Hypothesis |
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| The idea that facial expressions can influence emotions as well as reflect them |
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| A pattern of enduring, distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world |
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| Freudian structure of personality that consists of unconscious drives and is the individual's reservior of psychic energy |
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| The Freudian structure of personality that deals with the demands of reality |
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| The Freudian structure of personality that harshly judges the morality of our behavior |
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| Fundamental Attribution Error |
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| The tendency for observers to overestimate the importance of internal traits and underestimate the importance of external situations when they seek explanations of an actor's behavior |
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| A concept developed by Festinger, an individual's psychological discomfort caused by two inconsistent thoughts |
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| Bem's theory abobut the connection between attitudes and behavior; stresses that individuals make inferences about their attitudes by perceiveing their behavior |
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| Change in a person's behavior to coincide more closely with a group standard |
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| The reduction of personal identity and erosion of the sense of personal responsibility that can arise when on is part of a group |
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| Group members' impaired decision making and avoidance of realistic appraisal to maintain group harmony |
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| The managerial philosophy that emphasizes the worker as a well oiled machine and the determination of the most efficient methods for performing any work related tasks |
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| Emphasizes the psychological characteristics of workers and managers, stressing the importance of such factors as morale, attitudes, values, and humane treatment |
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| Unwelcome behavior or conduct of a sexual nature that offends, humiliates, or intimidates another person |
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| An anxiety disorder in which the individual has anxiety-provoking thoughts that will not go away (obsession) and/or urges to perform repetitive, ritualistic behaviors to prevent or produce some future situation |
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| A mood disorder indicated by a major depressive episode and depressed characteristics, such as lethargy and hopelessness, lasting at least 2 weeks |
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| A mood disorder characterized by extreme mood swings that include one or more episodes of mania |
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| A sever psychological disorder that is characterized by highly disordered thought process |
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