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| Assesses, treat disorders from short term to serious, chronic |
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| Assist with adjustment (accommodate to change) - vocational, career, life events (college, smoking, death) |
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| Developmental Psychologists |
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| Research. Study development of human beings throughout life. |
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| Educational Psychologists |
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| Study effective teaching and learning strategies, student motivation |
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| Engineering Psychologists |
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| Human factors, human/machine/workload interface - mostly industry i.e. design cockpits |
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| Apply to legal issues, in court on custody, competence to stand trial. Testify in trials, jury picking |
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| interested in how biologival, psychological, and social factors affect health and illness.Changing brain chemistry to protect from illness. |
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| Industrial/Organizational Psychologists |
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| Design interviews, tests to select employees in business places. strategic planning in the work place |
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| study and explore the relationships between brain systems and behavior. brain affecting behavior i.e. help design tasks to study normal brain function |
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| Quantitative/Psychometrics |
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| Focus on methods for acquiring and analyzing psychological data. Develop standardized tests |
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| Rehabilitation Psychologists |
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| Work for adjustment in stroke, accident, retardation, developmental disabilities. Physical therapy for the mind |
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| Work directly in school setting assessing and counseling students and intervening where appropriate. How to effectively teach, design texts books. |
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| Human attraction/ conflicts attitudes...How to change. Academic, advertising, government. |
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| Help athletes improve performance motivation and control and fear. |
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Locus of cause: Behavior is learned via reinforcement. View of Human: Humans born "blank" passive reactors. Focus of study: Observable behavior sequences. Change strategies: Reinforce desirable behavior/ punish ignore undesirable behavior. |
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| Biological Perspective (Neuroscience & Genetics) |
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Locus of cause: Behavior is shaped by brain structures, nuerochemicals, genes. View of Human: Mechanistic, no free will. Focus of study: Molecular aspects of human body Change strategies: Alter biology, nuerochemistry, genes |
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Locus of cause: Behavior guided by brin's "software"- programmed by biology & experience View of Human: Rational Focus of study: Decision algorithms or cognitive "scripts" Change strategies: Show "irrationality" of existing script and replace with more functional one |
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Locus of Cause: Behavior is guided by the desire to self-actualize and distorted by social expectations. View of Human: Born good. Focus of Study: The whole self interacting with the social environment. Change strategies: Allow person to find way back to true self via unconditional positive regard. |
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| Psychodynamic Perspective |
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Locus of cause: Behavior is shaped by unconscious desires & memories View of Human: Born selfish & violent Focus of study: The unconscious mind and life history. Change strategies: Reveal unconscious motives and conflicts via analysis - understanding resolves issues. |
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Enable muscle action, learning, and memory. ACH-producing nurons deteriorate with Alzheimers |
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Influences movements, learning, attention, and emotion. Excess = Schizophrenia. Insufficient = Parkinsons |
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Affects mood, hunger, sleep, arousal,
Not enough = Depression |
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Helps control alertness and arosal
not enough = can depress mood |
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| GABA (Gamma-aminobutric acid) |
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Definition
A major inhibitory neurotransmitter not enough = linked to seizures, tremors, and insomnia |
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A major excitatory neurotransmitter; involved in memory
too much = can overstimulate brain producing migraines or seizures. (Why some aviod MSG) |
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The variable who's effect is being studied.
EX: Breast milk vs formula |
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The variable that may change in response to changes of the Independent variable
EX: Intelligence scoring from breast milk vs formula |
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| Carry messages from the bodies sensory receptors (tissues and sensory organs) inward to the brain and spinal cord for processing |
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| Carry outgoing information from the brain and spinal cord to the muscles and glands |
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| within the brain and spinal cord that communicate internally between the sensory inputs and motor outputs. |
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| branching extensions of neurons, receive messages from other cells and direct information toward cell body |
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| passes message from cell body/ dendrites to other neurons or to muscles or glands |
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insulates the axons, speeds impulses.
MS- myelin sheath disintegrates |
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| a neural impulse; a brief electrical charge that travels down an axon |
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| A neuron fires causing the first part of the axon to open allowing sodium ions to flow into the membrane depolarizing that section of the axon. Causing the next part of the axon to open (action potential). Dominoes... |
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| a resting pause, neuron pups positively charged ions back out , then it can fire again |
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| chemical transmitters that cross the synaptic gaps between neurons |
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| when the sending neuron reabsorbs the excess neurotransmitters |
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| Central Nervous system (CNS) |
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| the brain and spinal cord |
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| Peripheral nervous system (PNS) |
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| the sensory and motor neurons |
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| controls muscles (flipping a page with hand) |
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| controls glands and muscles of internal organs (heart beat digestion) |
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| Sympathetic nervous system |
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| arouses and expends energy for stressful situations |
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| Parasympathetic nervous system |
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| conserves energy as it calms the body |
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| Electroencephalogram (EEG) |
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Definition
amplified recording of the waves of electrical activity that sweep across the brains surface
-shows function |
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| position emission tomography (PET) |
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Definition
a visual display of brain activity that detects where a radioactive form of glucose goes while brain performs a given task
-shows function |
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| magnetic resonance imaging (MRI) |
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Definition
uses magnetic fields and radio waves to produce computer generated images of soft tissue
-show structure, brain anatomy |
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a technique to reveal blood flow/ brain activity by comparing many MRI scans
- structure and function |
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| oldest part/ central core of brain. begins where spinal cord swells after entering the skull |
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| The base of the brainstem. Controls heartbeat and breathing |
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| sits above medulla helps coordinate movements. |
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| a nerve network in the brainstem that plays an important role in controlling arousal. |
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sits above brainstem. The brain's sensory switch board. It direct messages to the sensory receiving areas in the cortex and transmits replies to the cerebellum and medulla. |
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little brain. rear of the brainstem. processes sensory input and coordinating movement output and balance |
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neural system (includes: hippocampus, amygdala, and hypothalamus). located below the cerebral hemispheres.
emotion and drive |
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| influence aggression and fear. emotion |
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| a neural structure lying below the thalamus. maintenance activities (eating, drinking, body temp). linked to emotion and reward |
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| behind forehead. speaking, muscle movements, making plans and judgement |
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top of the head toward the rear. touch body position |
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back of head. visual information |
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lying above ears.
auditory areas, receive info from opposite ear |
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| railroad worker. frontal lobes damaged personality change |
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-Isolates cause/effect by observing impact of independent variables on dependent variables. -Requires: -Experimental & control groups -random assignment - careful definition, qualification and control of extraneous variables
Strong internal weak external |
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