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Psychological Scienc
| Term | Definition |
|---|---|
| psychology | the scientific study of behavior and metal processes |
| behavior | outward actions; what we can observe |
| mental processes | inward actions; thinking, feeling |
| scientific study | mental behavior processes; mind and behavior |
| 1st goal of psychology and what it is | DESCRIPTION- observing a behavior and noticing everything about it (what, where, who, under what circumstances) - noticing something and gathering as much information as possible ex. young child is aggressive - observes, find answers |
| 2nd goal of psychology and what it is | EXPLANATION - the why. why it is happening. developing a theory (educated guess) ex. notice aggression is at a certain time of the day. gains a theory of why that may be. |
| theory | educated guess, general observation |
| theory drives ________ | prediction |
| 3rd goal of psychology and what it is | PREDICTION. when it will happen again. opportunity to test the theory. ex. may have an idea that the theory is right of why its happening. keep log to see the pattern |
| 4th goal of psychology and what it is | CONTROL. modifying behavior, adapting. helping people function more effectively. ex. now this is how we will modify to make the child less aggressive. undesirable -> desirable |
| Aristotle | (384-322 BC) - connection between the soul and the body. aspect of same underlying structure, could not identify. |
| Plato | (427-347 BC) - DUALISM: body and soul separate but interrelated (exist differently, but interact) |
| Descartes | (1596-1650) - mind and body have reciprocal interaction via pineal gland - seat of the soul - separate entities but interact via pineal gland |
| Wilhelm Wundt | (1832-1920) - "father of psychology" - first person to be referred to as a psychology. - wrote a lot, trained other psychologists |
| Wundt 3 contributions | 1. basic elements analyzed via objective introspection 2. objective introspection 3. brought objectivity and measurement to psychology - nonphysical aspects of brain (emotional experience, thought, emotion). |
| objective introspection | process of examining and measuring ones own thoughts and mental activities |
| what was Wundts first attempt to psychology | brought objectivity and measurement |
| Edward Titchener developed.. | structuralism |
| structuralism | focus was on the contents of mental processes rather than their function. |
| example of dualism | under a lot of stress, not only affects mind but also affects body, sick and tired. |
| what is the 'seat of the soul' | pineal gland |
| who founded first psychological labratory in Leipzig, Germany (1879) | Wilhelm Wundt |
| what did Wundt develop | non-physical structures (emotional experience, thoughts) |
| who brought Wundt's idea to us | Edward Titchener |
| introspection | Wundt. process by which someone examines their own conscious experience as objectively as possible, making the human mind like any other aspect of nature that a scientist observed. "tell me about things that are yellow" |
| who developed functionalism | William James |
| functionalism | focus of study is how the mind allows people to adapt, live, work, play |
| William James | (1842-1910) - "stream of thought" vs element of mind |
| who was William James influenced by | Darwin's natural selection (behavioral traits) |
| what did William James focus on | psychological traits (eye contact) and adaptation,living, working, playing - functioning in real world |
| 7 modern perspectives | psychodynamic, behavioral, humanistic, cognitive, sociocultural, biopsychological, evolutionary |
| Freuds psychoanalysis | theory and therapy based on Freuds work |
| Sigmund Freud | psychologist in Austria |
| Freud focused on... | unconscious and early childhood |
| Freud believed that... | patients with "nervous disorder's" - no physical cause |
| modern psychodynamic perspective | continued focus on the unconscious development. development of sense of self and interpersonal relationships. |
| behavioral theory | focus on observable behavior |
| psychodynamic theory | events in our childhood that have a significant influence on our adult lives, shapes personality. |
| Ivan Pavlov learning behavior | classical conditioning |
| 'Pavolvs dogs' | salivation in response to the presence of food. salvation reflex could be elicited using a second stimulus, such as a specific sound, that was presented in association with the initial food several times. once learned, could be omitted. |
| John B. Watsons belief of Behavior | all behavior is learned (compare to freud) - fears are learned via experience |
| "little albert" | studied. brought small furry animals for him to play with. tried to condition a fear toward them and worked. after he unconditioned fear in peter and took away the fear of rabbits. |
| B.F skinner belief of behavior | operant conditioning |
| operant conditioning | to explain how voluntary behavior is learned (contrasting Pavlov, his were involuntary) - punishment and enforcement --> not just timeout; also can be falling while walking - learning history applies to choices you make |
| humanistic theory | perspective - people have the freedom to choose their own identity |
| how was humanistic developed | as a reaction to psychoanalysis and behaviorism |
| names involved with humanistic theory | Abraham Maslow, Carl Rogers |
| cognitive theory | process of thought - opportunity of cognitive neuroscience (FMRI) - look inside brain |
| what does cognitive include | memory, intelligence, perception, problem solving, learning |
| sociocultural theory | relationship between culture and social behavior - how people influence one another (individually or with other people) |
| biopsychological theory | attributes human and animal behavior and mental events to biological factors |
| biopsychological theory studies... | hormones, heredity, brain chemicals, etc. - how they work to influence behavior |
| evolutionary theory | explains useful mental/psychological traits (e.g memory, perception, language) as the functional adaptations that aid in survival of self/offspring |
| scientific method | a system (sequence of steps) for reducing bias and error in the measurement of data. |
| first step of scientific method | perceiving the question - notice something interesting happening in your environment that you would like to have an explanation for |
| perceiving a question is related to which of the 4 goals of psychology | description |
| second step of scientific method | form a hypothesis - tentative explanation of a phenomenon based on observations |
| forming a hypothesis is related to which of the 4 goals of psychology | explanation |
| third step of scientific method | testing hypothesis |
| testing the hypothesis is related to which of the 4 goals of psychology | prediction |
| fourth step of scientific method | drawing conclusions - does hypothesis align with data |
| drawing conclusions is related to which of the 4 goals of psychology | control |
| fifth step of scientific method | report your results - revise |
| should we let others know if the experiment failed? | no. revise things, reflect. replicate: if found something once doesn't mean its done. test similarly with different groups. |
| naturalistic observation | involves watching animals or people in their natural environment ex. students in classrooms, animals in forest |
| advantages of naturalistic observation | better chance of capturing their true and natural behavior |
| limitations of naturalistic observation | lack of control, cant change anything |
| observer effect | behave differently when they know they are being watched |
| observer bias | when a researcher expectations, opinions, or prejudices influence what they perceive or record in a study - tendency to see things that they expect to see ex. being told prior that she is being aggressive, might misinterpret an action |
| laboratory observation | involves watching animals and humans in an artificial but controlled situation, like a laboratory |
| advantages of laboratory observation | full control over experiment, quicker reactions |
| limitations of laboratory observation | patients aware of experiment (may change behavior), artificial environment, low ecological validity |
| case study | detailed investigations of one subject, small groups, something unique that they have |
| advantages of case study | for special circumstances, collect datas through various means, depth analysis |
| limitations of case study | info gained cant be applied to other cases, vulnerability to bias, small groups not equal to whole population |
| survey | as standardized questions of large groups of people that represent a sample of the population of interest - predetermined |
| advantages of surveys | quick gathering of info, efficient, accessing personal information, generalize it to others. |
| limitations of surveys | - how honest people are in the survey - how does group represent the larger group that we are trying to study |
| representative sample | randomly selected sample of subjects from a larger population of subjects |
| correlation | a measure of the relationship between two variables |
| correlation coefficient | a number that indicates the strength and the direction of a correlation |
| what is meant by the direction of the relationship | positive or negative |
| what does it mean when the correlation coefficient is positive | variables related in the same direction - both up or down together |
| what does it mean when the correlation coefficient is negative | variables related in opposite direction - one goes up, one goes down |
| what is meant by the strength of the relationship? | how far the value is from 0 - farther from 0, stronger relationship (positive or negative) |
| what is he only method that allows researchers to determine the cause of a behavior | the experiment |
| variable in an experiment | anything that can change or vary |
| operational definition | definition of a variable that allows it to be directly measured (e.g aggressive behavior) |
| independent variable | variable that is MANIPULATED in a experiment |
| dependent variable | variable that represents the measurable response of participants |
| experimental group | group that is exposed to the change that the independent variable represents |
| control group | group that is not exposed to the independent variable |
| random assignment | assigning participants to the experimental or control groups randomly, so that each participant has an equal chance of being in either group; reduces the chance that an experiments results will be due to some pre-existing difference between groups |
| placebo effect | expectations and biases of participant's that can affect their behavior - specifically the ones who are impacting the experiment ex. medication |
| experimenter effect | tendency for experimenters expectations to influence the results |
| single blind study | participants do not know if they are in the experiment or control group |
| double blind study | participants nor researchers know if participants are in the experimental or control group |
| advantages to double blind study | remove bias, nothing will impact results |
| ethics of psychological research (1-5) | 1. protection of rights and well being of participants 2. informed consent 3. deception must be justified (cant tell full details - may impact results 4. participants may withdraw at any time 5. participant's must be protected from harm |
| ethics of psychological research (6-8) | 6. confidentiality 7. investigators must debrief participants 8. researchers must correct any undesirables consequences that result from the study |
Created by:
alyimpellizeri
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