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Psych Part 1
AP Psych Chapter 1,2, 11
| Question | Answer |
|---|---|
| psychology | scientific study of behavior and mental processes |
| empirical approach | standard for all psychological research, study conducted with careful observation and scientifically based research |
| pseudopsychology | hand reading, fortune telling, etc. face practices being set forth as psychological research |
| confirmation bias | pay attention to events that confirm our beliefs and ignore those that don't |
| experimental psychologists | do research on basic processes |
| teachers of psychology | teach psychology |
| applied psychology | use knowledge developed by experimental psychologists and use it to solve human problems |
| psychology's history starts with | ancient greek philosophers. socrates questioned human behavior, taught Plato who went on quest for knowledge and understanding-quest for perfect knowledge. first to delve into areas of cognition |
| after plato came | aristotle who developed theories on perception, cognition, memory, problem solving, and thics |
| rene descartes | asserted that human sensation and behavior result of activity of the nervous system |
| wundt | first to establish psychological laboratory. came up with strucuturalism. |
| structuralism | basic components of human mind. was too simple to be accredited |
| introspection | technique of structuralism that used observation and description of senses to tell about mind |
| william james | father of psychology. came up with functionalism |
| functionalism | mind has mental processes which can be understood through their functions. was more practical than structuralism |
| gestalt | perceptual wholes, how our sensations form perceptual wholes. max weirtheimer |
| john watson and b.f. sinner | leader of behavioral movement |
| behaviorism | study of only the behavior and how the environment affects it. |
| psychoanalysis and freud | unconscious mind--the conflicts, desires, needs |
| perspectives of psychology | biological, evolutionary, cognitive, humanistic, social-cultural, trait, developmental, behavioral |
| biological perceptive | complec biological systems that repson to both hereditary and environmental influences. brain structures and processes-neuroscience. |
| evolutionary | behaviors developed and adapted over time. genetic makeup and ancestry |
| developmental | predictable patterns of change throughout lifetime. interaction between nature and nurture |
| cognitive | information-processing. mental interpretation and experiences. thoughts, expectations, memories, perceptions. cognitive neuroscience is connection between brain's structures and it's mental processes |
| psychodynamic | dark forces of unconscious mind. unconscious needs, conflicts, desires. repressed memories and childhood experiences |
| humanistic | hippy. human growth and potential. positive. influence of self-concept, perceptions, interpersonal relationships, and need for potential growth |
| behavioral | behaviors and learning. stimulus activated by environment as punishment or reward |
| socialcultural | people are social beings, influenced by culture, social norms and expectations, and social learnings |
| trait | individual characteristics make up our individual differences. unique combo of traits |
| scientific method | process of putting ideas to the test |
| scientific method process | hypothesis, controlled test, data, analyze, publish( criticize, replicate) |
| empirical investigation | collecting of objective info by making careful measurements based on direct experience |
| theory | set of testable explanation explanations |
| operational definitions | specific descriptions and explanations of concepts and conditions of experiment |
| IV and DV | IV: independent, the thing that changes and you control in test. DV: the thing being tested and affected by IV |
| random presentation | chance alone determines order of presentation |
| significant difference | are results true or just due to likely chance. results are true when probability that it might due to chance is less then .05 |
| population | the pool from which you choose people to test |
| sample | small group of population that researchers test on |
| representative sample | representative distribution of overall population |
| random sample | each person has equal chancee of being selected for experiment |
| stratified | sample which subgroups are represented proportionally |
| extraneous variable | a variable that experimenter cannot control but that can affect the results of the experiment. |
| participant variable | elated to how a variable may influence an individual's characteristics thereby changing how he/she feels. |
| situational | things in the environment that can influence indvidual's response to experiment |
| confounding variable | variable that directly affects independent variable. may be extraneous |
| ex post facto | subjects are chosen based on pre-existing conditions |
| correlational | relationship between two variables. does not define causation |
| coefficient of correlation | degree and relationship between variables. -1 to 1. negative means indirect and positive means direct and 0 means no relation |
| survey | question-answer based research method |
| naturalistic observation | subject studied in natural environment |
| longitudinal study | one type of subject followed and observed for an extended period of time. same group, more accurate, study developmental trends |
| cross-sectional | representative cross section of the population is tested or surveyed during a specific time. provide data for data with smaller group. not as accuarte |
| cohort sequential study | cross section of population, and each cohort is followed and observed for short period of time |
| personal bias | bias to individual's beliefs, preferences, assumptions, or prejudices |
| expectancy bias | observers expect and look for expected results in investigation |
| double blind study | both the participants and the experimenters are clueless about who has the independent variable |
| bias blind spot | think other people are susceptible to bias but they arent themselves |
| mental set | tendency to solve problems based on previous methods of past and similiar problems |
| congitive dissonance | when a person believes on thing but acts a different way |
| fairness bias | sense of fariness takes precedence over rational self-interest. shows how people may be ablee to cooperate |
| hindsight bias | "i knew it all along". tendency to overestimate one's ability to have predicted an event once the outcome is known |
| institutional review board | committee of an institution where research is conducted and reviewed for ethics and methodology |
| institutional animal care and use committee | same as IRB but for animals |
| deception | participants have right to know what is going to happen with them without compromising results of study |
| APA's Ethical Principles of Psychologists and Codes of Conduct | must be followed to ensure ethics |
| debrief | participants must be checked to make sure no long term illnesses happen |
| case history | obtains unique and personal information about individual |
| psychological test | standardized test that measure psychological qualities within individual |
| lab observation | observations on artifical environment set forth by experimenter |
| frequency distributions | shows how frequent each various score is in a set of data |
| histogram | bar graph that displayed frequence distribution |
| descriptive statistics | numbers that describe main characteristics od data: mean, median, mode |
| measures of central tendencies | mean, median, mode |
| mean | can be influenced by extreme results |
| median | separate upper half and lower half with middle score. not influenced by extreme results |
| mode | most occuring result |
| range | difference between highest and lowest values in frequence distribution |
| normal distrubtion | bell shaped curve describing spread of characteristics throughout population |
| validity | does test actually measure what it claims to measure |
| face validity | does the content have on the “face” of it that the test tests what it is supposed to test |
| content validity | each item or question on test is representative of the larger body of knowledge about the subject being tested |
| item analysis | see how each question is related back to objective being tested |
| criterion validity | test that accurately measures performance of the test taker against a specific learning goal |
| reliability | test yields same results over time, consistency |
| test-retest reliablity | we take it once and take it again to test reliability |
| split-half reliability | split into two parts and compare how you did on each part. for tests that only can happen once |
| normal range | scores falling near the middle of normal distribution |
| objective tests | easily graded. one answer only. multiple choice |
| subjective tests | open-ended, descriptions, ambiguous. |
| inter-rater reliability | Reliability- A measure of how similarly two different test scorers would score a test |
| binet simon approach | first intelligence test. scores were representatives of current performance not innate intelligence. helped identify the gifted, from the normal, from the mentally retarded. alfred binet and theodore simon |
| mental age | average age at which individual achieves a certain score |
| chronological age | number of years since indiviual's birth |
| stanford binet | american test of intellegence. |
| intelligence quotient (IQ) | MA/CA X 100. have to grade on curve because it makes adults look super smart and kids look mentally retarded |
| David Weschler | designed many other individual tests |
| psychometrics | field of mental measurements |
| charles spearman | general intelligence. g factor, general intellgience underlying mental activity |
| cattell | broke intelligence into two factors crystallized and fluid intelligence. |
| crystallized | knowledge person has acquired and the ability to access that knowledge |
| fluid | ability to see complex relationships and solve problems |
| stern berg | triacrchic theory. the three intelligences |
| practical | ability to cope with people and events in environment. street smart |
| analystical intelligence | ability to analyze and solve problems |
| creative intelligence | ability to develop new ideas and relationships |
| gardner | multiple intelligences-linguistic, logical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal. |
| linguistic | vocab and reading comprehension |
| logical-math | analogies, math problems, and logic |
| spaital | mental images of objects and relationship to space |
| musical | compose, perform, apprecial musical patterns, rhythm and pitch |
| bodily kinesthetic | controlled movements and coordination |
| interpersonal | understand other people, their intentions, emotions, and movitives |
| intrapersonal | ability to know oneself, and to develop a satisfactory sense of identity |
| is intelligence considered the same all across the board to cultures | nope, different cultures have different views of intelllignece |
| henry goddard | believed intelligence to be completely herditary |
| the closer the genetic relationship | the closer the IQ scores |
| nurture and intelligence | those that are raised together show greater similarity in IQ scores |
| heritability | refers to the amount of trait variation within a group that can be attributed to genetic differences. can only refer to people who have shared the same environment |
| jensen | genetics and race. IQ scores can be helped for those raised in poor environments but it is limited due to heridity |
| scarr and weinberg adoption study | black and white kids were adopted. had biological parents with normal IQ and adopted parents had a bit higher IQ. showed no difference between white or black. both seemed to have a higher IQ than biological parents but not as much as adoptice parents |
| social class and IQ | groups that live in poor environments have lower IQ . |
| are there differences among groups in IQ | yes and no. can be affected positively and negatively. |
Created by:
LittleD331
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