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Psychology exam #1
| Question | Answer |
|---|---|
| What is psychology? | The scientific study of behavior and mental processes |
| What are some careers in psychology? | psychiatrist, psychoanalyst, counselor, psychiatric social worker |
| empirical evidence | Information gained from direct observation |
| Research method | a systematic process for answering science questions |
| Description | naming and classifying |
| introspection | examines your thoughts,feelings, and sensations and you will be introspecting |
| stimulus | physical energy that affects a person and evokes a response |
| Wilhelm Wundt | made psychology an independent science, separate from philosophy; founder of psychology |
| William James | took Darwin's idea of survival of the fittest and said humans are self aware because it aided survival and this should be psychology |
| structuralism | The school of thought concerned with analyzing sensations and personal experience into basic elements |
| functionalism | the school of psychology concerned with how behavior and mental abilities help people adapt to their environments |
| behaviorlism | the study of observable behavior |
| Tichener | he visited Wundt and brought his idea back to the U.S. |
| how old is psychology? | psychology started in 1879;133 years |
| B. F. Skinner | Studied simple behaviors under carefully controlled conditions |
| biological perspective | the attempt to explain behavior in terms of underlying biological princicles |
| psychological perspective | the traditional view that behavior is shaped by psychological processes occurring at the level of the individual |
| positive psychology | the study of human strengths, virtues, and effective functioning |
| sociocultural perspective | the focus on the importance of social and cultural contexts in influencing the behavior of individuals |
| cultural relativity | the idea that behavior must be judged relative to the values of the culture in which it occurs |
| social norms | rues that define acceptable and expected behavior for members of a group |
| psychologist | a person highly trained in the methods, factual knowledge, and theories of psychology |
| clinical psychologist | a psychologist who specializes in the treatment of psychological and behavioral disturbances or who does research on such disturbance |
| psychiatrist | a medical doctor with additional training in the diagnosis and treatment of mental and emotional disorders |
| psychoanalyst | a mental health professional (usually a medical doctor) trained to practice psychoanalysis |
| counselor | specializes in helping people problems not involving serious mental disorders |
| specialty in psychology | clinical, counseling, experimental and other research areas, school,industrial/organizational,social and personality. |
| where do psychologist work? | private practice, college and universities, hospital/clinic, human service, business/industry/government |
| what do psychologist do? | mental health services,education and educational services,research,management/administration,applied psychology |
| clinical psychologist | a psychologist who specializes in the treatment of psychological and behavioral disturbances or who does research on such disturbance |
| psychiatrist | a medical doctor with additional training in the diagnosis and treatment of mental and emotional disorders |
| psychoanalyst | a mental health professional (usually a medical doctor) trained to practice psychoanalysis |
| counselor | specializes in helping people problems not involving serious mental disorders |
| specialty in psychology | clinical, counseling, experimental and other research areas, school,industrial/organizational,social and personality. |
| where do psychologist work? | private practice, college and universities, hospital/clinic, human service, business/industry/government |
| what do psychologist do? | mental health services,education and educational services,research,management/administration,applied psychology |
| What are the 3 stages of memory? | sensory memory, short-term memory, and long term memory |
| short-term memory | stores small amounts of information |
| iconic memory | a mental image or visual representation |
| echoic memory | a brief continuation of sensory activity in the auditory system after a sound is heard |
| working memmory | another name for short-term memory, it is used for thinking and problem solving |
| how long is STM? | 20-30 seconds; we can remember 7+ - bits of information |
| information bits | meaningful units of information, such as numbers,letters words, or phrases |
| information chunks | when bits are grouped into larger units |
| long-term memory | the system that is used for relatively permanent storage of meaningful information |
| maintenance rehearsal | silently repeating or mentally reviewing information to hold it in short-term memory |
| elaborative encoding | encoding that links new information with existing memories and knowledge |
| redntergration | when one memory triggers another |
| procedural memory | long-term memories of basic conditioned resposnes |
| declarative memory | stores specific factual information; names, faces, word, dates and ideas |
| semantic memory | subpart of declarative memory that stores information that is almost immune to forgetting |
| episodic memory | subpart of declarative memory that records personal experiences |
| tip of the tongue | the feeling that a memory is available but not quite retrievable |
| recall | to retrieve memorized information with only a few cues |
| recognition memory | when previously learned material is identified |
| relearning | learning about something that was previously learned |
| explicit memory | a memory that a person is aware of having |
| implicit memory | a memory a person does not know exists; like being able to label the letters on a keyboard, you know where the letters are but you cant label it |
| priming | hints to help memory |
| encoding failure | memory not formed due to insufficient information |
| memory decay | the fading or weakening of memories |
| memory cue | stimuli associated with a memory; |
| state-dependent learning | memory is influenced by ones bodily state at the time of learning and at the time of retrieval |
| interference | when new memories damage the retrieval of older memories |
| retroactive interference | new memories conflict with the retrieval of old ones |
| proactive interference | when old memories conflict with the retrieval of newer ones |
| repression | unintentionally pushing unwanted memories out of awareness |
| suppression | intentionally pushing memories out of awareness |
| flashbulb memories | memories created at times of high emotion that seems especially vivid |
| mental images | internal images used in memory and thinking (like when you need to find out the number of doors in your house) |
| Eidetic imagery (photographic memory) | the ability to pull up a memory long enough to use it as a source of information |
| what are some types of strategies that can improve your memory? | elaborative encoding(mentally review), selection(fitting chunks of information into a few sentences), organization, cues, over learning, and spaced practice |
| intelligence | the ability to process information, solve problems and learn from experience |
| what are types of intelligence? | fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing and working memory |
| mental age | average intellectual performance displayed at a given age |
| chronological age | a person age in years |
| intelligence quotient (IQ) | mental age divided by their chronological age multiplied by 100 |
| culture-fair test | a test designed to minimize the importance of skills and knowledge that may be more common in some cultures than in others |
| what are the different mental languages that people use for thinking? | linguistics, numeric, visual/pictorial,musical, physical,self knowledge,social,naturalist |
| multiple intelligence | the theory that there are several specialized types of intellectual ability |
| who was sir francis galton | he was the father of intelligence |
| twin study | a comparison of the characteristics of twins who were raised together or separated at birth; used to identify the relative impact of heredity and environment |
| IQ predicts school performance, it does not predict later career success | |
| if African american students see a positive role model, they will be inspired to do succced | |
| Intelligence might be inherited | |
| Does environment have an affect on intelligence? | yes; when kids are nurtured, encouraged and loved they tend to get higher IQ scores |
| learning | any relatively permanent change in behavior due to experience |
| associative learning | the formation of simple associations between various stimuli and response |
| cognitive learning | higher-level learning involving, understanding, and anticipation |
| reinforcement | any event that increases the probability that a particular response will occur |
| antecedents | events that precede a response |
| consequnces | effect that follow a response |
| reflex | automatic response to a stimulus; i.e. eyeblink |
| classical conditioning | a form of learning in which reflex responses are associated with new stimuli |
| operant conditioning | learning based on the consequences of responding |
| reinforcement | any event that increases the probability that a particular response will occur |
| antecedents | events that precede a response |
| consequnces | effect that follow a response |
| reflex | automatic response to a stimulus; i.e. eyeblink |
| classical conditioning | a form of learning in which reflex responses are associated with new stimuli |
| operant conditioning | learning based on the consequences of responding |
| selectively ignoring | ability to disregard irrelevant information |
| automaticity | rehearsed; we can do it automatically |
| unconditioned stimulus (US) | a stimulus capable of eliciting a response |
| stimulus | any physical energy sensed by an organism |
| unconditioned response(UR) | An innate reflex response elicited by an unconditioned stimulus |
| neutral stimulus(NS) | a stimulus that does not evoke a response |
| conditioned stimulus (CS) | A stimulus that evokes a response because it has been repeatedly paired with an unconditioned stimulus |
| conditioned response (CR) | |
| extinction | the weakening of a conditioned response through removal of reinforcement |
| spontaneous recovery | sudden reappearance of conditioned response in response to former conditioned stimulus |
| generalization | spread of association to stimuli |
| discrimination | response to only very specific controlled stimulus |
| higher over conditioning | paired between conditioned response and neutral stimulus |
| punishment | loss; decrease in behavior |
| conditioned emotional response | an emotional response that has been linked to a previously non emotional stimulus by classical conditioning |
| vicarious learning | observing how another person response to a particular stimulus |
| shaping | gradually molding responses to a final desired pattern |
| negative reinforcement | when a response is followed by an end to discomfort |
| partial reinforcement | a pattern in which only a portion of all responses are reinforced |
| model | a person who serves as an example in observational learning |
Created by:
avaldez
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