Psychology exam 1 over chapters 1,2 and 7
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| What are the goals of psychology | to describe, predict, understand, and modify behavior
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| Willhelm Wundt | Opened the first psychological laboratory and started the movement to make psychology a science
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| Functionalism | An early psychological approach that focused on the function and purpose of behavior and consciousness (how and why)
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| Structuralism | An early psychological approach that focused on analysis of immediate experience into basic elements (what)
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| William James | An American philosopher, physician, and psychologist who was one of the leaders of functionalism
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| Sigmund Freud | The neurologist whose theories evolved into what is psychoanalysis
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| Psychoanalysis | A theory of personality and a method of psychotherapy that focuses on unconscious motives and conflicts
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| The 6 Psychological Perspectives | Biological, Learning, Cognitive, Sociocultural, Psychodynamic, and Evolutionary
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| Biological Perspective | How our biological structure effects our behavior
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| Learning Perspective | How environment and experience affect a person's or animal's actions
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| Cognitive Perspective | Explains thinking, memory, language, problem solving, and perceptions
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| Sociocultural Perspective | How social and cultural contexts affect behavior
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| Psychodynamic Perspective | How the unconscious affects us psychologically
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| Evolutionary Perspective | How evolution affect behavior
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| Psychologist | A therapist that goes to graduate school and cannot give medication
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| Psychiatrist | A therapist that goes to medical school and can prescribe medications and tends to focus on the biological side
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| Basic Psychology | To research psychological issues for knowledge for it's own sake
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| Applied Psychology | To research psychological issues for knowledge or take knowledge from basic psychology to apply it to treatment or such
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| Theoretical Constructs | Abstract phenomena, such as emotions or thoughts, that can only be inferred and not directly measurable
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| Operational Definitions | Precise terms that can measure theoretical constructs
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| What are the parts of a good theory | It is falsifiable, productive (makes more questions), and simple
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| Confirmation bias | the tendency to only look for information that confirms one's own belief
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| What make psychology a science | Precision,Skepticism, Empirical evidence, Risky predictions and openness
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| Representative sample | A group of participants that accurately represent the population that is being researched
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| Case Study | A in-depth study of an unique individual
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| Case study is useful when | Ethical issues don't allow experimentation of topic, a starting point for the study, or when the topic is rare
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| Convenience Sample | Taking a sample from a group that is available
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| Naturalistic Observation | Researching a group by observing them in their natural day to day lives and not interfering
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| Narrative Analysis | Describing what happened
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| Qualitative Observation | Describing
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| Quantitative Observation | Measuring
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| Population | Complete group that researcher is interested in studying
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| Correlational Study | A descriptive study that looks for a relationship between two phenomena
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| Correlational Studies cannot show cause and effect b/c | there could be a third variable and or directional misconceptions
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| Independent Variable (IV) | The variable that is manipulated
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| Dependent Variable(DV) | The variable that is measured to see the effect of the IV
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| Quasi-Experimental | Sample groups are decided based on how they are (divorced or married)
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| Participant | Someone who had data collected from them in a study
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| Positive Correlation | both variables increase.
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| Negative Correlation | One variable increases while the other one decreases.
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| Random Assignment | where the chance of an participant being in a group is not greater than any other participant.
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| Informed Consent | The participant must understand the experiment and it's risks to be able to make an informed decision on whether or not they want to be part of the experiment.
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| Assent | the child must agree to be in a experiment after the parents agree.
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| The IRB Process | An Institutional Review Board reviews the ethics and decided if a proposed experiment is worth the risk.
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| Respondent Conditioning | A neutral stimulus comes to elicit a reflexive response when it is associated with a stimulate that already produces that response.
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| Unconditioned Stimulus (UCR) | A stimulus that naturally causes the Unconditioned Response.
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| Unconditioned Response (UCS) | A response that is natually the result of a Unconditioned Stimulus.
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| Conditioned Stimulus (CS) | A stimulus that is trained to have a certain response
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| Conditioned Response (CR) | A response that is trained to result from a CS. The CR should be the same as the UCR used to train it.
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| Garcia Effect | Some tastes and smells are more easily associated with poison while some sights and sounds are more easily associated with shock
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| Extinction | a conditioned stimulus no longer elicits the conditioned response.
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| Spontaneous Recovery | A extinct stimulus once again elicits the conditioned response
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| Stimulus Generalization | What counts as a conditioned stimulus to cause a conditioned response broadens.
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| Stimulus Discrimination | A specific thing is the conditioned stimulus for the conditioned response.
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| Higher order conditioning | A neutral stimulus becomes a conditioned stimulus thought association with an established conditioned stimulus.
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| Operant Conditioning | The consequences of a behavior determine the likelihood that the behavior will or will not be performed in the future.
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| Reinforcement | Increases a behavior
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| Punishment | Decreases a behavior
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| Positive Reinforcement | Add something to increase a behavior
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| Negative Reinforcement | Take away something to increase a behavior
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| Positive Punishment | Add something to decrease a behavior.
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| Negative Punishment | take away something to decrease a behavior.
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| Radical Behaviorism | Only direct contact with a response teaches a response.
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| Discriminative Stimulus (SD) | Signal that a reinforcer is available.
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| Bandura's Social-Cognitive Theory of Observational Learning | We learn from watching other people.
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| Vicarious reinforcement | Learning or strengthening a behavior by observing the behavior of others and the consequences of the behavior .
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| Modeling | A behavior modification technique that involves observing the behaviors of others and participating with them in performing the desired behavior
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