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Elliot3
history and systems
| Question | Answer |
|---|---|
| NATURAL SELECTION | the mechanism through which Darwin postulated that evolution occurs. |
| SPENCER-BAIN PRINCIPLE | the contention that the frequency or probability of some behavior increases if it is followed by a pleasurable event and decreases if it is followed by a painful event. |
| SOCIAL DARWINISM | Spencer’s application of Darwin’s notion of survival of the fittest to society. |
| EUGENICS | improvement of living organisms through selective breeding |
| SPEARMAN’S "G" | General Intelligence. “g” was determined almost exclusively by inheritance. |
| FUNCTIONALISM | Under the influence of Darwin, the school of functionalism stressed the role of consciousness and behavior in adapting to the environment. |
| PRAGMATISM | Any belief, thought, or behavior must be judged by its consequences (or usefulness). If an idea works, it is valid. The ultimate criterion for judging an idea should be the idea’s usefulness. |
| STREAM OF CONSCIOUSNESS | James’ metaphor suggesting that the contents of human consciousness are better thought of as a stream than as a collection of discrete elements or ideas. |
| EMPIRICAL SELF | The “ME” of personality. Consists of everything that a person could call his or her own including possessions, family, reputation etc. It is divided into 3 components (the material self, social self, & spiritual self.) |
| JAMES-LANGE THEORY OF EMOTION | Perception causes bodily reactions that are then experienced as emotions.see bear--->run/physio arousal--->feel fear |
| RECAPITULATION THEORY | Hall’s contention that all stages of human evolution are reflected in the life of an individual. Development is determined by our genes. It occurs in an unchangeable, universal pattern and the effects of environment are minimal |
| STORM AND STRESS | emotional upheavals and rebellion thought to characterize adolescence. Basically suggests that there is inevitable struggle. |
| ANTHROMORPHIZING | attributing human thought processes (and emotions) to lower animals. |
| LAW OF EXERCISE | Thorndike’s early theory that associations are strengthened by repetition and dissipated by disuse. Contained two parts—law of use and law of disuse. |
| LAW OF USE | the more often an association was practiced, the stronger it became (restatement of Aristotle’s law of frequency) (we learn by doing) |
| LAW OF DISUSE | the longer an association remained unused, the weaker it become (we forget by not doing). |
| Social Constructionism | seeks to understand women’s place in psychology as a product of socially constructed notions of gender, psych, and history. The notion that knowledge is socially constructed & is inevitably influenced by social context. |
| Variability Hypothesis | Claimed that the male population exhibited a wider range of mental abilities than the female population did. Women deviate less from the mean. Men dominate both the highest extreme and the lowest extreme of the intellectual continuum |
| Doctrine of Spheres | essentially said that a women’s sphere (i.e., her place in society based on her natural inborn qualities) included piety, purity, submissiveness, domesticity, and nurturance. |
| Russian Objective Psychology | psychology that insists on studying only those things that are directly measurable. |
| Experimental Neurosis | the neurotic behavior that Pavlov created in some of his laboratory animals by bringing excitatory and inhibitory tendencies into conflict |
| First signal system | the conditioned stimuli that signal biologically significant events. The objects or events that become signals (CSs) for the occurrence of biologically significant events (such as when a tone signals the eventuality of food). |
| Second signal system | the symbols of objects or events that signal the occurrence of bio. significant events. Seeing fire and withdrawing from it would exemplify the first-signal system, but escaping in response to hearing the word fire exemplifies the second-signal system. |
| Excitation | According to Pavlov, brain activity that leads to reflexive overt behavior |
| Inhibition | According to Pavlov and Sechenov, through experience, organisms can learn to inhibit (prevent) reflexive behavior. |
| Watson’s concept of instinct | INNATE aspect of behavior that is unlearned, complex, & normally adaptive. Instincts are inherited, not learned through experience |
| Extinction | if a conditioned stimulus is continually presented to an organism in the absence of an unconditioned stimulus, the conditioned response will gradually diminish and finally disappear. |
| Darwin | to study animals legit, science vs church debate, func/adap value of behavior, appl/prac value, operant condit., behavior, ind diff, shift of psych from europe to US, functionalism, influence for evolutionary psych and sociology |
| Mechanism-natural selection | 1. we can have more babies than can survive 2.struggle for survival Vast indv differences in offspring-some are more conductive to survival depending on envior. "survival of the fittest" |
| darwin & birds | looked at different birds on different islands and found the beaks were shaped to meet their environment and for getting food-EX: cactus finches--long bills to stick in cactus' for food |
| Herbart spencer | views of evolution-applied to human societies. says humans have a complex nervous system & therefore we can make associations, more intelligent then other species. supports progress towards perfection & first to introduce the word intelligence into psych |
| Laissey-fair | best policy of gov't, there should be competition, gov't should stay out, spencer said let the poor die if they can't survive. Each change is better than the one before. |
| Spencer's contributions | influence on capt,econ,& buis, intelligence, eugenics & sterilization, influenced hitler, exploitative imperialism, welfare, food stamps, roles of women (sexism) |
| exploitative imperialism | go to other countries and establish colonies, white people are better than africans |
| testing movement | brit emp-wanted to test senses or sensory acuity, diameter, rate of movement, 2-pt threshold. germ rat-wanted to test logic, reasoning, abstract thinking, and problem solving |
| Francis Galton | invented weather map, worked with finger prints and one of the first people to say to NOT just measure general laws BUT INC diff. |
| Galtons measurements to prove int. is due to genetics | 1. measure frequency of eminence in families, found it ran in families, logic is flawed 2.questionnaires to 200 scientists-most said due to genetics & env is imp too. 3.twin studies- MZ & DZ-concluded its due to genetics. |
| 2 ways to increase general intelligence | 1. encourage mating of bright people 2.discourage mating of less bright people (galton) |
| Galton's contributions | twin studies, accepted darwins theory, study of INV diff, int. testing movement, nature vs nurture view of int., eugenics/steril., 1st questionnaire, & correlation |
| James Cattell | tests similar to Galton, if sensory acuity does measure int then.. 1. performance on ten tests should be highly correlated 2.thought that his tests should correlate w/academic success in college. -now concludes that sensory acuity does not relate to I |
| Spearman | his conclusions about INT. are IMPT for three reasons. 1.unitary "G" factor 2.INT is inherited 3.his views shaped U.S. testing movement |
| Binet | Test people to be officers and commanders in WW1, timed tasks on tests the faster you are the smarter you are |
| Combined to form functionalism | 1.science 2.practicality 3.emphasis on individual 4.evolutionary theory |
| William James | pragmatism, said psych should be a science-challenged structuralism. One of the 1st people to talk about the self. |
| Three types of self. | 1. empirical self a.everything tangible b.social self c. spiritual self 2.the self as knower 3. self esteem |
| personal vs professional conflict | psych to be a science we must assume determinism and he personally james didnt want to think of himself as a machine w/ no free will |
| Contributions to Psych | evolutionary theory, pragmatism to applied psych, expanded subject matter of psych, research, functionalism, principles of psych, great lab, self-esteem |
| Munsterberg | trained by wundt, practical applications to psych. Clinical psych, forensic psych and IO |
| G. Stanley Hall | evolutionary tradition, 1st to get ph.d, 1st student wundt had, 1st US research lab, 1st journal in US, founded american psychological association. |
| Hall & adolescent psych | considered father of adolescent psych. suggested that most development is determined by our genes, occurs in an unchangeable and universal pattern. |
| Recapitulation theory | evolution not only explains changes in species over generalization, but also explains development of each individuals w/ in a lifetime |
| John Dewey | founder of functionalism, believed in evolutionary, reflex circuit concept in psych. |
| Cattell | brought galtons test to the US, individual differences, got doctorate from wundt, studied with famous physiologists. |
| Cattell contributions | mental tasks, intelligence was largely due to genetics, one of the best grad programs, trained a lot of people, eugenics, emphasis that psych should be applied, and evolutionary theory. |
| Thorndike | american functionalist, transition to behaviorism-following darwin-comparative psych anecdotal-informal observation. |
| Morgan's cannon | dont try and explain animals in higher thinking when you can use parsimony. |
| three conclusions for cat in puzzle box | 1.learning is gradual, trial and error 2.occurs automatically- not mediated by thinking, due to passive laws of association. 3.same principles that influence humans apply to all mammals. |
| two reasons thorndike is a functionalist | 1. he used very mentalistic terms 2. he was not willing to abandoned introspection |
| Thorndike's major contributions | first major modern level of learning, transition from F--B, animal researcher in a controlled exp. way (in lab), added a behavioral component to associationism. |
| darwins views regarding intelligence of women | men are more eminent, scientific truth women had smaller brains, reproductive organs would deteriorate if they used their brain too much. |
| spencers views on INT of women | women cant have a baby if they think too much, their place in society is scholarly work. Women have innate moral superiority, variability hypothesis, presumed scientific basis of many ideas |
| Educational Barrus | no women allowed, admitted women as a special student-cant earn degree, resistant of coeducation, psych striving for scientific credibility-not allowed in doctoral programs, science and women dont go together. |
| Career barriers | marriage vs career dilemma-have to choose either, not both. Married-hard time finding a job, unmarried-easier time. some live at home or at womens colleges. |
| Progressive reform movement | helping people with mental illness and child guidance movement |
| mental tests and child development | colleges and womens colleges-morrill act-giving money to create schools, educate/build societies |
| Mary whiton calkins | never married, lived with her rents her whole life. munsterberg asked harvard to let her get her PHD, |
| Mary's contributions | self-psych, psych book, 14th pres of APA (1st woman), 1st woman pres. of American philosophy assoc., published four books, 1st psych lab @ wellsley college, paired assc. task-study memory |
| Margaret washburns contributions | never married, 1st PHD with psych animal motivation-mindbook, 2nd female pres. of APA, elected into national academy of sciences. |
| hollingworths contributions | married & career, mental testing and challenge thoughts of women. INT largely inherited-women inferior to men, challenged that eminence is inherited, womens cognitive functioning and menstruation,involved in testing movement, edu. gifted children |
| behaviorism | 1. classical and operant conditioning (pavlov) 2.most behavior is learned and impacted by the environment 3.science and research 4.overt/observable/measurable events |
| sechnenov | thoughts do not cause behavior rather external stimulation causes all behavior (reflex). Overt-observable, covert-thoughts. |
| pavlov | had no tolerance for mentalistic terms, trying to study animals digestive tract, he thought mentalistic properties were subjective. Classical conditioning. first and second signal system. |
| Pavlov's contributions | emphasized psych as a science and it should be objective, the brain, learning theory, lots of good therapy techniques, |
| Pavolvs attitude toward psych | didnt like it much, did not like introspection-not objective. |
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