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AP Psych Unit 1
| Question | Answer |
|---|---|
| examininging assumptions, appraising sources, discerning hidden biases, evaluating evidence, assessing conclusions | critical thinking |
| people: "father" of psych; first psych lab | wilhelm wundt |
| study of mankind as a whole | anthropology |
| study of groups of people | sociology |
| scientific study of an individual | psychology |
| behavior that can be see | overt |
| behavior (mental processes) that cannot be seen | covert |
| people: wundt's student; structuralist | edward titchener |
| school of thought: structure of conscious experiences could be understood by analyzing basic elements of thoughts and sensations (doesn't ask why?) | structuralism |
| people: wundt's student; first psych book; first US psychologist; functionalist | william james |
| school of thought: functions of consciousness or ways it helps people adapt to environment (ask why) | functionalism |
| people: first US psych lab at John Hopkins; first psych journal; first APA president | g stanley hall |
| school of thought: need ALL pieces bc whole is greater than the parts | gestalt psych |
| looking inward on oneself | introspection |
| people: tutored by William James, first female APA president, denied PhD | mary whiton calkins |
| people: 2nd female APA president; first women to get PhD in psych | margaret floy washburn |
| school of thought: observable behavior as people respond to and learn in different situations | behaviorism |
| school of thought: unconscious mind and childhood experiences affect behavior | psychoanalytic |
| school of thought: potential for human growth and self-actualization | humanism |
| school of thought: explore how we perceive, process, and remember info and how thinking and emotion interact w disorders | cognitive |
| school of thought: how are humans alike because of biology and evolution | evolutionary |
| school of thought: standards, attitudes, and behavior affected by one's culture | cross-cultural |
| people: austrian physician; focused on unconscious mind; developed personality theory; oedipal and electra complex | sigmund freud |
| people: russian physiologist; behaviorist; father of classical conditioning (dogs) | ivan pavlov |
| people: american psychologist; behviorist: operant conditioning (reward/punishment) | bf skinner |
| people: little albert experimenter; classical conditioning | john watson |
| people: american psychologist; humanist; client-centered therapy; acceptance, genuinety, positive regard | carl rogers |
| people: hierarchy of needs | abraham maslow |
| people: swiss psychologist; cognitive; stages of cognitive development | jean piaget |
| research aimed to increase knowledge base | basic research |
| research aimed to solve practical problems | applied research |
| basic subfield: perception, language, problem solving, memory | cognitive |
| basic subfield: age-related behavior changes; applied to education and childcare | developmental |
| basic subfield: psychological processes involved in learning; research different teaching methods | educational |
| basic subfield: variety; motivation, learning, perception, language, might teach or conduct research | experimental |
| basic subfield: math-related methods to acquire knowledge; determine results of research programs | psychometric/quantitative |
| applied subfield: apply psych to legal issues | forensic |
| applied subfield: study of individuals interact w environment; how we influence it and how it affects us | environmental |
| applied subfield: design, conduct, evaluate programs that promote health and prevent disease | health |
| applied subfield: relationship between people and their work environment; look to increase productivity and promote job satisfaction | industrial-organizational |
| applied subfield: relationship between neurological processes and behavior; central nervous system disorder diagnosis | neurological |
| applied subfield: work with people who've lost optimal function after an accident | rehab |
| applied subfield: assess and intervene w students; diagnose issues that impede learning/overall funtioning | school |
| applied subfield: study factors that influence athletes; coaching, athlete prep, research, and teach | sports |
| helping profession: provide therapy; may research, teach, assess, consult | clinical |
| helping profession: deal with mental health in communities | community |
| helping profession: help people adjust to life transitions or make lifestyle changes | counseling |
| tendency to believe after learning an outcome, that one would've foreseen it | hindsight bias |
| self-correcting process for evaluating ideas with observation analysis | scientific method |
| testable explanation for set of facts/observations | theory |
| research method: examining one individual or group in depth | case study |
| disadvantage to case study | atypical cases; confirmation bias; lying? |
| research method: recording behavior in natural environments | naturalistic observation |
| disadvantage to naturalistic observation | confirmation bias; participant bias; no statistical analysis |
| research method: asking people to report behavior or opinoins | survey |
| disadvantage to survey | social desirability, lying, sampling bias |
| tendency to search for info that confirms preconception | confirmation bias |
| tendency for people to accept very general or vague characterizations of themselves and take them as accurate | barnum effect |
| statement that predicts relationship between variables in a study | hypothesis |
| measurable conditions, events, characteristics, or behaviors controlled/observed | variables |
| specifically how variables are measured | operational definition |
| when something is based on observation/evidence | empirical |
| periodical that publishes technical and scholarly material for interest | journal |
| experts scrutinize each study to select best articles | peer-review |
| research method: follows development of a group over time | longitudinal |
| research method: follow different age groups at the same | cross-sectional |
| disadvantage to longitudinal | takes a long time, people might move away |
| disadvantage to cross-sectional | comparing different people |
| statistical index of relationship between 2 things | correlation coefficient |
| when two variables increase or decrease together | positive correlation |
| when one variable increases and the other decreases | negative correlation |
| the closer to 1 the correlation coefficient, the ____ the correlation | stronger |
| correlation (does/does not) prove causation | does NOT |
| perceive relationship where it doesn't exist | illusory correlation |
| tendency for extreme events to fall back to average | regression toward mean |
| neither participants neither administers know experimental/control groups | double-blind |
| the likelihood an experiment measures what it's supposed to | validity |
| variables that aren't the independent variable that may effect the outcome | confounding variables |
| variable that is purposefully manipulated | independent variable |
| variable that is expected to change | dependent variable |
| group that receives independent variable | experimental group |
| group that does not receive the independent variable | control group |
| sample group randomly selected | random sample |
| sample obtained in such a way that reflects distribution of important variables in larger population (ex: age, race) | representative sample |
| each subject has equal likelihood of being chosen for experimental gropu | random assignment |
| ethical guideline: is treatment of participant compromised; do gains outweigh risks | responsibility |
| ethical guideline: is it causing psychological or physical harm | harm avoidance |
| ethical guideline: are you deceiving participants; informed consent? | fairness and deception |
| ethical guideline: is the subject's identity a secret | confidentiality |
| ethical guideline: well designed and necessary equipment for animals | animal care |
| number data used to measure and describe characteristics of groups (ex: central tendency, variation) | descriptive stats |
| number data that allows us to generalize the probability of something being true | inferential stats |
| central tendency: middle number | median |
| central tendency: average | mean |
| central tendency: most frequent number | mode |
| variation: max-min | range |
| variation: variation around the mean | standard deviation |
| less variable observations are (more/less) reliable | more |
| how likely a result occurred by chance | statistical significance |
| mean (is/is not) resistant to skew | is not |
| median (is/is not) resistant to skew | is |
| p value has to be <___ to be statistically significant | .05 (5%) |
| no proven relationship between two variables; rejected when p value is <.05 | null hypothesis |
Created by:
kgrause480
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