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| The scientiftic study of behaviour and mental processes |
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| The Four Goals of Psychology |
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DPEC
1. Description
2. Explanation
3. Prediction
4. Control |
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1. Perceive the question
2. Form hypothesis
3. Test hypothesis
4. Draw conclusions
5. Report results that others can replicate |
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| Study changing abilities from womb to tomb. Study physical, cognitive, and social changes throughout the human life cycle, discerning commonalities is just as important. |
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| Investigate persistent traits |
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Experiment with how people perceive, think, and solve problems. Examine human thoughts and behaviour in terms of how we interpret, process, and remember environmental events. The rules that we use to view the world are important in understanding why we think and behave the way we do. Overall, human behaviour cannot be full understood without examining how people acquire, store, and process information.
Buzz Words: Mental process, thinking, feeling, remembering, beliefs, language, intelligence, cybernetics, problem solving
Key People: Jean Piaget, Noam Chomsky |
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| how we gather information and send it to the brain |
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| Perception refers to the way we interpret what we take in our senses. The way we perceive our environment |
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| Study of animals behaviour and comparing it to humans in order to go deeper into human psychology |
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| Biopsychology/Neuroscience |
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An organism's functioning can be explained in terms of the bodily structures and biochemical processes that underlie behaviour. how the body and brain enable emotions, memeories, and sensory experiences. Considers the influences of biological, psychological, and social-cultural factors.
Buzz words: brain (any structure), neurons, nervous system, hormones, body chemicals, chemical imbalance, geners, heredity, drugs, medicine |
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Belief that we choose most of our behaviours and these choices are giuded by physiological, emotional, or spiritual needs. HUmans are free, rational beings with the potential of personal growth, and they are fundamentally different from animals. Historically significant perspective that emphasized the growth potential of healthy people; used pesonality methods to study personality in hopes of fostering personal growth.
Buzz Words: free-will, self-actualization, self-concepts, people are inheirently good.
Key People: Carl Rogers and Abraham Maslow |
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| Sociocultural (socio-cultural) |
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Looks at how our thoughts and behaviours vary from people living in other cultures. Emphasizes the influence culture has on the way we think and act. Explore how we view and affect one another.
Buzz Words: Social, socialization interaction, culture, race, ethnicity, religion
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| Father of psychology. Studied in structuralism. Used intropection |
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| Scientific procedure to study feelings |
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| a stimulus is part of the stimulus-response relationship of behavioral learning theory. |
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| Father of American Psychology. Pusblished Principles of Psychology. Studied with functionalism. Inspired by Darwin |
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| Wundt's student. Also studied with structuralism |
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| Claimed we perceive and think about wholes rather than simply about combinations of separate elements. Founded Gestalt. |
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| Operant Conditioning and invented the Skinner Box. A behavioural scientist. Study observable behaviour and reinforcement, not mental processes. A leading behaviourist, who rejected intropection and studied how consequences shape behaviour |
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| Championed pscyhology as the science and behaviour and demonstrated conditioned responses on a baby who became famous as "Little Albert". FATHER OF BEHAVIOURISM. Study of environment and learned observable behaviour |
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| Creator of Psychoanalysis. believed the unconscious mind contained supresses thoughts, memories, and desires. Theory of personality |
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| High ordered thinking that questions assumptions. Thinking that does not blindly accept arguments and conclusions. Rather, examines assumptions, discerns hidden values, evaluates evidence and assesses conclusions |
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| Definition of a variable of interest that allows it to be directly measured |
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| a testable prediction; often implied by theory |
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| an explanation using and intergrated set of principles that organizes observation and predict behaviours and events |
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| Research to describe. Answers who, what, when, where, how. Also known as statistical research. Desrcibes datat and characteristic about the population or phenomenon being studied |
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Observing and recording behaviour in naturally occuring situation without trying to manipulate and control the situation
Pros: behaviour is observed in a natural setting, much information is obtained, hypothesis and questions for additional research is formed
Cons: Researcher cannot interact with subject. Researcher may interpret subject's reponses incorrectly or may be bias. little or not control is possible |
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| Case Study/Clinical Method |
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Psychologists study one or more individuals in great depth in hope of revealing things true in all of us; a thorough, exhaustive study of a person. It inclues personal, educational. family, and work histories.
Pros: A wealth of background information about one person; takes advantage of "natural clincal trials" and allows investigation or rare and unusual events.
Cons: Information cannot be generalized to otehrs; also, researcher's biases can influence a subject's behaviour. Little or no control as well as no control group for comparison; subjective interpretation and isngle case can be misleading |
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Public polling techniques used to answer psycholgical questions
Pros: Allows information about large numbers of people to be gathered
Cons: Obtaining a representative sample is critical an can be difficult to do; answers can be inaccurate; people ma not do what they say or do |
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| Observer bias occurs when the observers (or researcher team) know the goals of the study or the hypotheses and allow this knowledge to influence their observations during the study |
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The degree of correlation between two existing traits, behaviours, and events. A measure of the extent to which two factors vary together and thus of how well either factor predicts the other
Pros: Deomonstrates the existence of relationships; allows prediction; can be used in a lab, clinic, or natural setting.
Cons: Little or not control; relationships may be coincidental; cause and effect relationships cannot be confirmed |
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| 2 variables vary systematically in the same direction |
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| 2 variables that vary in opposite directions |
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| Variable in an experiment. The experiment factor that is manipulated; the variable whose affect is being studied. The thing that is expected to cause change |
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| the outcome factor; the variable that may change in response to the manipulations of the independent variable |
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| Anything that can change or vary |
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| Extraneous/Confounding variable |
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| An extraneous variable whose presence affects the variables being studied so that the results you get do not reflect the actual relationship between the variables under investigation. |
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A formal trial undertaken to confirm or disconfirm a hypothesis, as well as identify a cause and effect relationship
Pros: Clea cause and effect can be identified; powerfully controlled
Cons: May be artificial; natural behaviour is not allways possible to observe |
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| Experimental Group/ Condition |
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| Subjects in an experiment who are subjected to the independent variable |
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| Subjects in an experiment who are not subjected to the independent variable and who may receive a placebo treatment (controls for a confounding varaible) |
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Every member of the population being studied should have an equal chance of being selected for the study. A sample that fairly represents a population because each member has a equal chance of inclusion
-works in national studies |
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| Subjects don't know if they are in control group or experiment |
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| Experimenter and subject don't know who is in the control or experimental group. An experimental procedure in which both the research participants and research staff are ignorant (blind) about whether the research participants have received the treatment or a placebo. Commonly used in drug-evaluation studies |
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| Experimental results caused by expectations alone; any effect on behaviour caused by the administration of an inert substance or condition, which is assumed to be an active agent |
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| All cases in a group, from which samples may be drawn for a study |
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| Selected segment of the population |
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| Every member of the population being studied should have an equal chance of being selected for the study |
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| A statistical sample of a population where some members of the population are less likely to be included than others |
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| A tendancy to give answers that the subject thinks the experimenter wants to hear in order to get praise or not to hurt feelings |
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| Pioneered the study of learning. Classical conditioning with dogs and salivation. Behavioural |
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| Results that are truthful, no bias |
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| Idea that we are testing what we believe should be testing |
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| Product of biological makeup. |
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| Product of the environment and society |
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| The biochemical units for making and organism, consistently of all the geneti material in that organism's chromosomes |
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| The complete instructions for making an organism; consisting of all the genetic material in that organism's chromosomes. The entirity of that organism's heredity information |
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| threadlike structures made of DNA molecules that contain genes |
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| The theory that we learn social behaviour by observing and imitating and by being rewarded and punished |
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| the theory that children learn from their cultures a concept of what it means to be male and female and that they adjust their behaviours accordindly |
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