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| Basic goals of psychology (4) |
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Definition
| describe, explain, predict, control |
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| the scientific study of behaviors and mental processes |
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| genes, hormones, nervous system interact with our environments to influence learning, personality, memory, motivation, emotions, & coping techniques |
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| cognitive approach & psychologist associated with it |
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| focuses on how we process, store, and use info and how this info influences what we attend to, perceive, learn, remember, believe, and feel --- ALBERT BANDURA |
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| 6 modern approaches to psychology |
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| biological, cognitive, humanistic, behavorial, cross-cultural, pyschoanalytic |
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| structuralism, functionalism, Gestalt, behavioral |
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| behavioral approach & pyschologist associated with it |
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| analyzes how organisms learn new behaviors or modify existing ones, depending on whether events in their environments reward or punish behaviors (B.F. Skinner) |
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| pyschoanalytic approach & pyschologist associated with it |
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| based on belief that childhood experiences greatly influence development of later personality traits and pyschological problems -- stresses influence of unconscious fears, desires, and motivations. SIGMUND FREUD |
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| humanistic approach & psychologist associated with it |
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| emphasizes that each individual has great freedom in directing his/her future, a large capacity for personal growth, etc, etc. -- ABRAHAM MASLOW |
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| examines the influence of cultural and ethnic similarities on pyschological and social functioning of a culture's members |
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| structuralism and psychologist associated with it |
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| study of the most basic elements, primarily sensations and perceptions, that make up our conscious mental experiences --- WILLIAM WUNDT |
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| functionalism & psychologist associated with it |
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Definition
| study of the function rather than the stucture of consciousness, interested in how our minds adapt to our changing environment -- WILLIAM JAMES |
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| Gestalt approach & psychologist assoiated with it |
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Definition
| emphasizes that perception is more than te sum of its part & studied how sensations are assembled into meaningful perceptual experiences -- MAX WERTHEIMER |
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| historical behavioral approach |
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| emphasized the objective, scientific analysis of observable behaviors -- JOHN B. WATSON |
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| characteristics of autism |
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Definition
| impaired social interactions & social awareness & verbal & nonverbal communication, repeating of activities, insistence on sameness, abnormal responses, impaired cognitive |
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| individuals with autism who possess exceptional ability in some area (artistic, musial, memory, etc) |
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has a Ph.D, PsyD or Ed.D in psychology
*can get M.A. in social work, psychology or counseling
*some jobs can get with BA |
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| has a Ph.D, PsyD or Ed.D, has specialized in a clinical subarea, & has spent an additional yr in a supervised therapy setting |
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| first earn M.D., then specialize in clinicial pyschology |
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| psychologist or psychiatrist with special training in Freud's approach to revealing the unconscious |
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| where do pyschologists work? |
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Definition
49% private practice/therapy setting
28% academic settings
13% career settings
6% industrial settings
4% secondary schools |
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Definition
1. social/personality
2. developmental
3.experimental - areas of sensation, perception, learning, etc.
4. biologial
5. cognitive
6. psychometrics - measurement of ppl's abilites, skills, intelligence, personality, & abnormal behaviors |
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| inattention, hyperactivity |
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| naturalistic observation, survey/questionnair, case study, correlational research, experimental method, animal models, standardized tests |
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| problems with testimonial evidence |
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Definition
based on personal observation, so have great potential for error and bias
*plus self-fulflling prophecy |
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| what can correlational studies do? |
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Definition
| *dont indicate cause-and-effect relationships but can help predict behavior/point to where to look for possible causes |
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| no one knows who is control/experimental |
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| having a strong belief or making a statement about a future behavior and then acting, usually unknowingly, to fulfill or carry out the behavior |
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| change in the patient's illness that is attributble to an imagined treatment rather than to a medical treatment |
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| making mental representations of information so that it can be placed into our memories |
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| initial process that hold environmental info in its raw form for a brief period of time, from an instant to several seconds |
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| can only hold limited amount of info (average of 7 items) for limited time - 2 to 30 seconds |
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| type of sensory memory -- holds visual info for about a quarter of a second |
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| form of sensory memory that holds auditory info or 1 or 2 seconds |
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| combining seperate items of info into chunks -- can help increase # of items held in short-term memory |
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| simply repeating/rehearsing info so to increase # of items in short term memory |
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| using effort to actively make meaningful associations between new info you wish to remember & old info already stored in long term memory |
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| better recall of info presented at beginning of task |
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| better recall of info presented at end of a task |
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| remembering info w/out aid of or w/ very few external cues |
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| identifying previously learned info with help of external cues (ex: multiple choice test) |
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| cannot remember events prior to brain damage |
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| cannot later remember events that occur after brain damage |
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| type of long term memory -- involves memories for facts or events. Aware of & can retrieve. |
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| nondeclarative/procedural |
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Definition
| type of long-term memory -- involves memories for motor skills, some cognitive skills, and emotional behaviors. Can't retrieve these memories. |
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| nondeclarative/procedural |
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Definition
| type of long-term memory -- involves memories for motor skills, some cognitive skills, and emotional behaviors. Can't retrieve these memories. |
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| type of declarative memory -- involves knowledge of facts, concepts, words, definitions, and language rules |
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| type of declarative memory -- involves knowledge of specific events, personal experiences/activities. |
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| says we store related ideas in separate categories, or files, called nodes. As we make associations among information, we create links among thousands of nodes, which make up a gigantic interconnected network of files . |
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| says we store related ideas in separate categories, or files, called nodes. As we make associations among information, we create links among thousands of nodes, which make up a gigantic interconnected network of files . |
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| transfer of info from stm to ltm w/out any effort/awareness |
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| transfer of info from stm to ltm w/ effort |
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| way to improve encoding & create better retrieval cues |
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| encoding technique that creates visual associations between already memorized places and new items to be memorized (ex: wundt in the sink) |
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| encoding technique that creates associations between number-word rhymes and items to be memorized |
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| new memories/info block the retrieval of old info/memories |
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| old memories/info blocking retrieval of new memories/info |
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| easier to recall info when in same physiological or emotional state/setting as when you first encoded info |
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| long term and short term memory |
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| transfers words, facts,and personal events from stm to ltm (declarative NOT procedural) |
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| implanted by someone else suggestion? |
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