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UNIT 1 PSYCH e.r
Unit 1 exam revision YR 11 Psychology
| Question | Answer |
|---|---|
| What is psychology | the scientific study of mental processes and behaviour in humans |
| What is behaviour | the observable actions by which an organism adjusts to its environment - Overt & Covert |
| What is overt behaviour | anything you do that can be seen. An example would be things such as writing, making dinner, sleeping or talking - Outside |
| What are mental processes | thoughts and feelings that are personal and internal and cannot be directly observed - Inside |
| List the different types of psychologists | Academic, Clinical, Clinical neuropsychologist, Community, Counseling, Educational/Dev., Forensic, Health, Occupational/Organizational, Sports |
| Academic Psychologist | Does research and teaches at Universities |
| Clinical Psychologist | Specialises in the assessment, diagnosis and treatment of psychological problems and mental illness |
| Clinical Neuropsychologist | Deals with and studies changes in mental processes and behaviour as the result of brain injury, epilepsy or learning problems |
| Counseling Psychologist | Trained to assist people with acute and chronic life problems as well as assisting families, individuals and groups with their personal wellbeing |
| Educational & Developmental Psychologists | Concerned with how people develop and learn throughout their lives |
| Forensic Psychologist | Applies psychological theory and skills to the legal and criminal justice system |
| Health Psychologist | Specialises in understanding the effects of psychological factors related to health and illness and practice in two main areas: health promotion and clinical health |
| Organizational Psychologist | Apply psychological principles and methods in the workplace |
| Sports Psychologist | Specialises in psychological and mental factors relating to sport, exercise and physical activity |
| Who were Wundt & James | Wilhelm Wundt pioneered the Structuralism approach in psychology - while William James pioneered the functionalism approach in psychology |
| What is the Biological perspective | explains visual perception is in terms of the physical structures of the body that are associated with vision, namely the eye and the brain. |
| What did Paul Broca, Wilder Penfield and Roger Sperry do | Broca - found that damage in left side of the brain were linked to paralysis Penfield - found what areas of the brain controlled particular movements and sensations Sperry - discovered each side of the brain had own consciousness and independence |
| What is the Behavioural perspective | visual perception according to observable actions and behaviours believed to be influenced by our environment and our ability to learn |
| What did John Watson, Ivan Pavlov and B.F Skinner do | Watson - beleived psych needed to focus on directly observable events, record and measure Pavlov - found with dogs, how environ. influences behaviour, CLASSICAL Skinner - found a response becomes less or more likely to occur depn. on consequence. OPERA |
| What is the Cognitive perspective | visual perception in terms of our mental processes or thought patterns to explain the workings of our mind and brain |
| What did Hermann Ebbinghaus, Jean Piaget and Howard Gardner do | Ebbignhaus - developed nonsense syllable & mem studies Piaget - theories in dev, of mental abilities across the lifespan Gardner - nine different types of intelligence - only IQ testing too limited |
| What is the Socio-cultural perspective | visual perception in terms of the influences we experience as a result of the place we live (society) and the traditions and customs of our community (culture) |
| Why is psychology a science and not a pseudoscience | Because pseudosciences don't follow the scientific method, lack consistency - predictions in pseudo are flawed and accurate predictions can't be made |
| What is empirical evidence | the data collected through objective observation and measurement |
| What is the scientific method | as a controlled approach to planning, conducting and reporting research |
| What is a hypotheses | a tentative testable prediction about the relationship between two or more variables |
| What is an independent & dependent variable | IV - the treatment that participants in an experimental group are given or exposed DV- the change as a result of the independent variable treatment |
| What is a generalisation | the application of the research findings of a study to the population from which the sample was drawn |
| What is qualitative & quantitative data | QUAL - descriptive data, expressed in words or pictures. An example would be the response in a written survey QUANT- measurable, expressed in scores or numbers (more mathematical). An example would be scores on a test |
| What is sample and population | POP- the whole large group that is at interest to the researcher, including every individual member SAMP- the smaller subgroup of the population that has been selected to participate in the research |
| What is the purpose of ethical standards | They must be considered and implemented to ensure the dignity and safety of everyone involved in research |
| List the 7 participant rights of ethical standards | informed concept, physical & psychological wellbeing, voluntary participation, confidentiality, withdrawal rights, deception & debriefing |
| How does light pass through the eye | cornea - aqueous humor - pupil - lens - vitreous humor - retina |
| What are rods & cones | they are photoreceptors rods are responsible for night & peripheral vision and detect less detail Cones are responsible for day and central vision and detect fine & sharp detail |
| What is the difference between visual sensation and visual perception | Sensation is when sensory organs detect stimuli from the environment and transmit information to the brain for interpretation & perception is when you receive organise and interpret that information into meaningful objects & events |
| What is figure ground | Enables us to determine what is relevant information and what is not. The viewer categorises visual sensations so that a prominent and relevant stimulus is identified against plainer surrounding |
| What is closure | Our tendency to fill in the missing gaps of the stimulus to perceive a whole and complete object |
| What is proximity | Objects located close together are perceived as one group |
| What is linear perspective | It is when two parallel lines that converge together provide a cue for depth |
| What is interposition | It is when objects that overlap one another provide a cue for depth. A picture where one object is in front and it looks like one object is closer. |
| What is height in the visual field | Utilises the horizon line for depth - The closer an object is to the horizon the more further it appears. The further an object is from the horizon, the closer it appears |
| What is relative size | An object that casts a larger image on your retina is perceived to be closer to you, while an image which casts a smaller image on your retina is perceived to be further away from you. |
| What is shape constancy | even though an object’s shape changes on the retina, the object’s actual shape is known to remain stable and unvarying |
| What is size constancy | even though an object’s size changes on the retina, the object’s actual size is interpreted to remain stable and unvarying |
| What is orientation constancy | perceive an object’s true orientation despite changes in the orientation of the objects on our retina. |
| What is perceptual set | It is a mental predisposition to interpret stimuli in an expected and predictable way.- past events - context |
| What is the Ames room | constructed to look like a rectangular room. When a viewer looks through a peephole with one eye, they see a room consistent with their expectations of a normal rectangular room. The structure of the room alone is an illusion |
| What is the difference between nature and nurture | Nature- any characteristics that make us individuals are determined at conception. eye colour, blood type Nurture-your interactions with and the influence of the environment on your characteristics nutrition intake, vocab' levels |
| What is development | a state in which things are improving, changing or growing |
| What are the stages of lifespan development | infancy 0-2, childhood 3-11, adolescence 11-20, early adulthood 20-40, middle aged 40-65, old age 65+ |
| What occurs biologically and cognitively in infancy | |
| What occurs biologically and cognitively in childhood | |
| What occurs biologically and cognitively in adolescence | |
| What occurs biologically and cognitively in early adulthood | |
| What occurs biologically and cognitively in middle aged | |
| What occurs biologically and cognitively in old age | |
| Visual cliff - what did Gibson find about how infants behaved on this | An apparatus that tested depth perception - using mobile infants Gibson found that that most human infants can discriminate depth as soon as they can crawl |
| What is the attachment theory | as the close social and emotional bond of affection that develops between the infant and his or her caregivers or parents |
| What did Bowlby do | Bowlby’s approach was influenced by imprinting studies where it was suggested that infants were genetically programmed to form attachments to a single carer within a critical time period - disc. 5 diff behaviours of attachment |
| What did Mary Ainsworth do | believed that separation anxiety was a clear sign that the infant had become attached to either or both of their parents - strange situation method |
| What are the different types of attachment | Secure, resistant & avoidant |
| What is cognitive development | the transitions in patterns of thinking, including reasoning, remembering and problem solving. |
| What are Piagets 4 stages | sensori-motor, pre-operational, concrete-operational and formal- operational |
| What are sensori-motor and pre-operational | Sensori-motor – object permanence, symbolic thought Pre-operational – egocentric thinking, centration, irreversibility |
| What is concrete-operational and formal operational | Concrete-operational – decentration, conservation, hierarchical classification Formal – operational – abstract thinking, hypothetical thinking |
| What is object permanence | Stage 1- knowing that an object still exists even if it is no longer visible or able to hear etc. |
| What is egocentrism | Stage 2- a limited ability to share or appreciate someone else’s point of view |
| What is conservation | Stage 3 - knowing that even though the shape of an object is altered, the total amount remains the same |
| What is psychosocial development | Erikson’s eighth developmental phases in which the individual’s major goal is to satisfy desires related to social needs |
| What are the 8 stages is Erik Erickson's psychosocial crisis' | 1-trust.vs.mistrust,2-autonomy.vs.shame&doubt,3-initiative.vs.guilt, 4-industry.vs.inferiority,5-identity.vs.confusion,6-intimacy.vs.isolation,7-generativity.vs.self-absorbtion,8-integrity.vs.dispair |
| What is moral development | the change in moral behaviour over time – looking at the values people possess to keep their obligations to others, to behave in ways that don’t interfere with the rights of others |
| What are Kohlberg's levels of moral development | Pre-conventional-focused on punishment Conventional- focused on rules Post-conventional - focused on personal set of ethics |
| What is Baltes theory of aging | he designed a strategy of adaptation to enable effective ageing that allowed for self-efficacy and growth despite a reduced reserve capacity and increasing physical weakness and vulnerability to ill health - SELECTION, OPTIMISATION, COMPENSATION |
| What are case studies | an in-depth investigation of a single individual, usually for clinical purposes |
| What is a survey | could be a questionnaire, interview,rating scale etc - used to gain information about a wide range of behaviours and mental processe |
| What is an observational study | participants’ behaviour in either their natural environment or a laboratory setting is observed and recorded |
| What is a longitudinal | study design where one group of participants is investigated over an extended period of time |
| What is a cross-sectional | study design where participants of particular age groups are studied co-currently for immediate comparison |
| What are twin studies | studies conducted with twins to investigate the comparative impact of heredity and the environment on the behaviour and mental processes of humans |
| What are adoption studies | both identical and fraternal pairs of twins who have study of twins who have been adopted into different homes immediately or soon after birth to again develop a comparative of the effects on genes and environment on intelligence |
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