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PSYC100 Exam1
| Question | Answer |
|---|---|
| Psychological science | Study of the mind, brain, and behavior. |
| Amiable skepticism | Open to new ideas, but wary of new scientific findings without good evidence |
| Critical thinking | Looking for holes in evidence, alternative explanations, using logic. Questioning! |
| When and where did psychology develop into a discipline? | Nineteenth century Europe. |
| Culture? | the beliefs, values, rules, norms, and customs existing within a group of people who share a common language and environment. |
| Nature/nurture debate | Whether psychological characteristics are biologically innate or acquired through education, experience, and culture. Both are important. |
| Mind/body problem | Mind and body separate or is the mind the physical brain's subjective experience? |
| Wilhelm Wundt | He established the first psychology laboratory in 1879. |
| Introspection | Examination of mental experiences--requires subject to inspect something and report thoughts. |
| Edwared Titchener | Wundt's student. Used introspection. School of thought was known as structuralism. |
| Structuralism | Conscious experiences can be broken down into basic underlying components. |
| William James | Critic off structuralism. School of thought was functionalism. |
| Functionalism | Concerned with with the adaptive purpose (function) of mind and behavior. Mind came into existence over the course of evolution. Helps humans ADAPT. |
| Gestalt theory | Whole is different from the sum of its parts. |
| Sigmund Freud | Studied people with neurological disorders. Believed paralysis was caused by psychological factors. |
| Unconscious | Mental processes that operate below the level of conscious awareness. |
| Psychoanalysis | Developed by Freud--attempts to bring unconscious thoughts into conscious awareness |
| John Watson | Challenged conscious and unconscious mental processes--wanted to focus on direct observation. |
| Behaviorism | Emphasizes the role on environmental forces in producing behavior. |
| B.F. Skinner | Supported behaviorism--concepts about mental processes held no scientific value. |
| Social psychology | Study of how people are influenced by their interactions with others. |
| Neuroscience/biological Psychologists | Examine how biological systems give rise to mental activity and behavior. How chemicals in brain effect moods, what damage to brain does...etc |
| Cognitive psychologists | Study processes such as thinking, perceiving, problem solving, decision making, using language, and learning. Study images of brain. |
| Experimental psychologists | Study basic |
| Developmental psychologists | How people change across the life span, from infancy through old age. |
| Personality psychologists | Seek to understand enduring uncharacteristic that people display over time and across circumstances. |
| Social psychologists | How people are affected by the presence of others and how they form impressions of others. |
| Clinical psychologists | Interested in factors that cause psychological disorders and the methods best used to treat them. |
| Counseling psychologists | Seek to improve people's daily lives--work with people facing difficult circumstances. |
| School psychologists | Work in educational settings. Help students with problems. |
| Industrial and organizational psychologists | Develop programs to motivate works by building morale and improving job satisfaction, design equipment and work-spaces. |
| Why is the scientific method important | Reflects dynamic interaction between theories, hypotheses, and research. |
| Theory | Explanation or model of how a phenomenon works. |
| Hypothesis | A specific prediction of what should be observed if a theory is correct. |
| Research | Systematic and careful collection of data. |
| Data | Objective observations or measurements. |
| Variable | Something in the world that can vary and that a researcher can measure. |
| Correlational studies | Examine how variables are naturally related in the real world, without any alteration. |
| Experiment | Study in which the researcher manipulates one variable to examine that variable's effect on a second variable. |
| Control group | Comparison group. Nothing changes with them--not related to the independent variable that is being studied. |
| Experimental groups | Treatment group. Participants that are altered, receive intervention. |
| What is an independent variable? | The variable that is manipulated by the experimenter. |
| Dependent variable | The variable that is affected by the independent variable. |
| How does functional magnetic resonance imaging (fMRI) work? | Uses brain blood flow to map brain the working brain. Assesses changes in blood oxygen levels. |
| Descriptive statistics | Summarize data collected in a study. |
| Central tendency | Typical response or the behavior of a group as a whole. |
| Mean | Arithmetic average of a set of numbers. |
| Median | Halfway between lowest and highest values. |
| Mode | Most frequent value in a set of numbers. |
| Positive correlation | Both variables increase and decrease together. |
| Negative correlation | One variable increases while the other variable decreases. |
| Inferential statistics | Used to determine whether differences exist between sets of numbers. |
| Neurons | Cells that receive, integrate, and transmit information in the nervous system. Operate through electrical impulses, communicate with other neurons through chemicals signals. |
| Afferent neurons | Sensory neurons--carry information from the brain. |
| Efferent neurons | Motor neurons--transmit information from the brain to the muscles. |
| Dendrites | Short, branchlike extensions of the neuron that detect information from other neurons. |
| Cell body | Information from thousands of other neurons is collected and integrated. |
| Axon | Vary in length, outgrowth in neuron by which information is transmitted to other neurons. |
| Terminal buttons | knoblike structures at the end of axons that release chemical signals from the neuron into synapse |
| Synapse | Where chemical communications occurs between neurons. |
| Myelin sheath | Fatty material that insulates the axons and allows for the rapid movement of electrical impulses along the axon. |
| Action potential | 'Neural fringe'. Electrical signal that passes along the axon and causes the release of chemicals that transmit signals to other neurons. |
| Neurotransmitters | Chemical substances that carry signals from one neuron to another. |
| Agonists | Drugs and toxins that enhance the actions of neurotransmitters. |
| Antagonists | Drugs and toxins that inhibit the actions of neurotransmitters. |
| Eniphrine | Neurotransmitter, also called adrenaline. Responsible for bursts of energy after an exciting or threatening event. |
| Norepinephrine | Neurotransmitter, involved in arousal and awareness. |
| Serotonin | Neurotransmitter, important for emotional states, impulse control, and dreaming |
| Dopamine | Neutrotransmitter, involved in motivation, reward, and motor control over voluntary movement |
| Endorphins | Neurotransmitter involved in natural pain reduction and reward. |
| Broca's area | small portion of the left frontal region of the brain, crucial for the production of language. |
| Hypothalamaus | Brain structure involved in the regulation of bodily functions, including body temperature, blood pressure, and blood glucose levels; it also influences our basic motivated behaviors. |
| Hippocampus | Brain structure used for storing/forming memories. |
| Amygdala | Brain structure that is used to learn to associate things with emotional response and in processing emotional information. |
| Cerebral cortex | outer layer of the brain tissue, forms the convoluted surface of brain. |
| Occipital lobes | At the back portion of the head. Devoted to vision, include many visual areas. |
| Parietal lobes | Important for the sense of touch and for conceptualizing the spatial layout of an environment. |
| Temporal lobes | Part of brain important for processing auditory information, for memory, and for object and face perception. |
| Frontal lobes | In front portion of brain, important for movement and higher-level psychological processes associated with the prefrontal cortex. |
| Prefrontal cortex | Portion of brain important for attention, working memory, decision making, appropriate social behavior, and personality. |
| Sympathetic division | Division of autonomic nervous system, prepares the body for action |
| Parasympathetic division | A division of the autonomic nervous system, returns body to its resting state |
| Monozygotic twins | Identical twins. Twins that result from one zygote splitting in two and share the same genes. |
| Dizygotic twins | Fraternal twins; twins resulted from two separate fertilized eggs and no similar genes. |
| Heritability | Statistic estimate of how much a trait varies because of genetic factors. |
| Plasticity | Property of the brain that allows it to change as a result of experience, drugs, or injury. |
| Donald Hebb | "Fire together, wire together". Neurons that transmit together have a stronger bond. |
| Sensation | Sense organs' detection of external stmuli, their responses to the stmuli, and the transmission of these responses to the brain. |
| Perception | The processing, organization, and interpretation of sensory signals; it results in an internal representation of the stimulus. |
| Psychophysics | Subfield in psychology that examines psychological experiences of physical stimuli, such as how much energy is required to detect a stimulus. |
| Absolute threshold | Minimum intensity of stimulation that must occur before you experience a sensation. |
| Difference threshold | Noticeable difference between two stimuli; minimum amount of change required for a person to notice. |
| Weber's law | More intense the stimuli, the bigger the change needed for you to notice. |
| Audition | Hearing; Second to vision as a source of information about the world. |
| Sound wave | Pattern of changes in air pressure. |
| Amplitude | Determines how loud sound is. Higher amplitude means louder sound |
| Pitch | Determined by frequency. Higher frequency means higher pitch. |
| Basilar membrane | Membrane moves b/c of vibrations in ear and sends information to the auditory nerve. |
| Retina | Thin inner surface on the back of the eyeball. Has photocepterss that convert light into neural signals. |
| Rods and cones | Rods--night vision, black and white. Cones--colors. |
| Fovea | Where cones are packed in the retina's center. |
| Blind spot | The point at which the optic nerve exits the retina and no rods or cones are there. |
| Primary visual cortex | cortial areas in the occipital lobes (?) |
| Trichromatic theory | Color vision results from activity in three different types of cones that are sensitive to red, blue, and green light wavelengths. |
| Opponent-process theory | Stare at red, you'll see some green. Stare at green, you will see red. Same with blue and yellow. |
| Gate control theory of pain | To experience pain, pain receptors must be activated and a neural gate in the spinal cord must allow the signals through to the brain. |
| Gestalt | Organized whole. Brain organizes sensory information--we say 'car' instead of tires, metal...etc. |
| Figure and ground | You only see one figure in a pic as a whole or two together but not both at once. Visual perception! |
| The principle of proximity | Closer two objects, the more we will group them. |
| Principle of similarity | We group things according to how similar they are |
| Prosopagnosia | People can't recognize faces. |
| Binocular depth cues | Both eyes together, bottom up |
| Monocular depth cues | Each eye alone, top down |
| Binocular disparity | Brain uses information from both eyes to overlap images and figure out depth. |
| Convergence | How eye muscle turns eyes inward when we view something that is close |
| Occlusion | A near object occludes (blocks) an object that is far away |
| Relative size | Far-off objects project a smaller retinal image than close objects do, if that far-off and close objects are the same physical size. |
| Consciousness | Moment-by-moment subjective experiences. |
| Split brain | When corpus callosum is surgically cut and the two hemispheres of the brain do not receive information from each other. |
| Freudian slip | Unconscious thought is suddenly expressed at an inappropriate time or in an inappropriate social context. |
| Circadian thythms | Regulation of biological cycles into regular patterns. Sleep evolved to keep animals inactive and quiet during danger. Small animals need less sleep, large animals need more. |
| REM sleep | Paradoxical sleep. Stage of sleep marked by rapid eye movements, dreaming, and paralysis of motor systems. |
| Insomnia | Sleep disorder in which peopole's mental health and ability to function are compromised by their inability to sleep. |
| Obstructive sleep apnea | Disorder which causes people to stop sleeping in their sleep. |
| Narcolepsy | A sleep disorder in which people experience excessive sleepiness during normal waking hours, sometimes going limp and collapsing. |
| Dreams | Dreams occur in REM and non-REM. REM--bizarre. Non-REM--dull. |
| Manifest content | Dream the way the dreamer remembers |
| Latent content | What the dream symbolizes; material disguised to protect the dreamer from confronting a conflict directly. |
| Hypnosis | Social interactions during which a person, responding to suggestions, experiences changes in memory, perception, and or voluntary action |
Created by:
f.sarwar92
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