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ITP chap 8+9
zITP chap 8
| Question | Answer |
|---|---|
| alfred binet | first to do intelligence testing |
| Binet-Simon scale | first effective intelligence test, measured using intelligence quotient (IQ) |
| IQ | intelligence quotient |
| Yerkes | developed Army alpha beta |
| vocational testing | test for career choice making |
| vineland adaptive behavior scale | used for ppl with intellectual disability. tells how much a person can do and function with daily activies, rather than intelligence test |
| ASVAB | military entrance test |
| Goddard | coined the term "moron" |
| Terman | multiplies IQ by 100, created the Stanford-Binet. |
| walter lippmann | had debate with Terman, coined the term "self-esteem" says that IQ has impact on life |
| crazy genius incorrect notion | we dont focus on crazy dumb people, we are drawn to them because they are smart |
| Terman's termites | kids with high IQ that terman did longitudinal (over time) studies on |
| Chrombach's alpha | one of terman's termites |
| wechsler | newer IQ test, easiest to administer to testers |
| which test was more effective than the Stanford binet | wechsler was a more effective test |
| WAIS | wechsler adult intelligence scale |
| WISC | wechsler intelligence scle for children |
| WPPSI | Wechsler preschool and primary school intelligence |
| 15 SD | new standard deviation, given by Wechsler |
| fluid intelligence | processing speed/capacity. declines around 65-70, processing speed starts to decline |
| crystalized intelligence | what youve learned, remains or even improves with age |
| standard deviation | how much something deviates from the mean, or is different than the norm |
| standard error | how much variability is there usually, how much does a sample vary from its population, does NOT mean mistake |
| SD/ā nā1 | standard error formula |
| why N-1 and not N | when you take from a sample, you could be missing the high/low end of the population, what you are getting doesnt include the full range of values |
| statistically significant | unlikely to occur by chance |
| correlation doesnt mean what | correlation does NOT equal causation |
| Sir Francis Galton | grandson of Erasmus Darwin, explorer/map maker, studied weather, |
| eugenics | coined by Galton, who thought intelligence was inherited |
| who came up with MEAN and why | Galton, because it's overly influenced by extreme low/high scores |
| regression toward the mean | To regress means to go back towards. if you are normally a B(80) student, you get a 90 on a test, your next score is likely to be lower than a 90 |
| pearson product movement correlation coefficient | formula to getting value of a scatter plot. variables must be quantitative: dealing w numbers) |
| pearson | considered a founder of statistics |
| Fisher | replaced Pearson , made the F test analysis of variance |
| Pearson made what measure of central tendency | mode |
| Spearman | nonparametric correlation (rank order correlation), second most famous in correlation field, statistician |
| rank order correlation coefficient | spearman's correlation formula. AKA non-parametric correlation |
| specific factors and general intelligence | big psychology debate, is there general intelligence, or do specific factors determine our intelligence. GENETAL INT ^ |
| NOIR | nominal ordinal interval ratio |
| Nominal | means naming, is qualitative |
| ordinal | means there is order, is qualitative, there is no fixed unit of measure or distance between measurements |
| Interval | means time, fixed unit of measure: arbitrary (not real) zero |
| Ratio | has a true zero, something is twice as much as something else |
| null hypothesis | there is no relationship between two or more variables. when trying to find relationship the NULL is aimed to be rejected |
| alternative hypothesis | is there change in a variable (inc., dec., no change) |
| mutually exclusive | two or more situations cant happen at the same time. one thing prevents the other from being true |
| exhaustive | covers every possible outcome, being mutually exclusive and null/alternative |
| state v. trait psychology --- start of chapter 9 | state is how you are in a temporary moment. trait is how you are long lasting |
| cardinal trait | dominates and shapes a person's behaviors, ruling passions/obsessions. people can be named after their cardinal trait like machiavelli |
| central trait | general characteristic found in some degree in every person. shape behavior but not as much ascardinal |
| secondary trait | seen only in certain circumstances, a close friend might know this trait rather than a teacher or parent |
| Cattell | founded psychological corporation with Thorndike (studied learning in animals) and Woodworth. Lab assistant for Wundt |
| Cattell on sensory acuity and intelligence | said hand eye coordination was a mental ability |
| Wissler | proved Cattell wrong (using Pearson) used formula to find there IS NO correlation betw3een hand eye coord. and intelligence |
| OCEAN Costa, McCrae | Openness Conscientiousness extraversion agreeableness and neurotic |
| william james | popularized term stream of consciousness |
| James-Lange | theory of emotion. See bear, run away, feel scared. emotion comes after response |
| Cannon-Bard | theory of emotion. See bear, feel scared, run. emotion comes before response |
| Schachter and Singer | cognitive appraisal theory of emotion. physiological arousal (feeling) and cognitive interpretation (emotion) determine our emotions |
| unconscious | memories are hard to pull from, dreams are the royal road to the unconscious |
| preconscious | memories are easily pulled to consciousness through help (clues) |
| conscious | what we are aware of |
| catharsis | strong emotional release (laughing from comedy, crying from tragedy) came from Aristotle |
| false memories | memories are not accurate, just because they recalled it doesn't mean it occured |
| presentist bias | ????? |
| talking cure | instead of harsh treatments (ice baths), Freud used talking as a treatment method |
| hysterical blindness | hysterical problems come from sexual repression. Freud worked with a woman who had hysterical blindness, when she explained the details of her father's death her blindness was cured |
| Freud's interpretation of dreams | latent content (unconscious desires) is conveyed in dreams |
| universal imagery | Jung's more open/universal interpretation of dreams |
| Freud's psychosexual phases | stages of personality development in childhood. Libido (secual energy) is expressed different ways in each stage |
| oral | how we first learn about the world, from age 0-1 we put things in our mouth often |
| anal | age 1-3, learning control, potty training |
| phallic | ages 3-6, immature sexuality |
| latency | ages 6-12, supression of sexuality |
| genital | ages 12+, mature sexuality |
| Freud's definition of sex | anything that brings gratification |
| what is being fixated | being stuck in a psychosexual stage |
| what causes being fixated | getting too much/not enough gratification in a stage |
| Erikson's psychosocial stages | addition/overlay of Freud's psychosexual stages |
| trust v. mistrust (IMPORTANT) | infancy (0-18 months) - is my world safe? |
| autonomy v. shame and doubt (IMPORTANT) | early childhood (2-3)- can I do things myself, or do I always depend on others. failure to be independent leads to shame and doubt |
| initiative v. guilt | preschool (3-5)- am I good or bad? initiative (being in control independently) brings sense of purpose. Exerting too much power leading to disapproval brings sense of guilt |
| industry v. inferiority | school age (6-11) how can I be good? (how can I cope with new demands from the world) Inferiority is felt when one fails to cope with new world |
| identity v. role confusion (IMPORTANT) | adolescense (12-18) who you are and what you want to be (who am I and where am I going?) success brings sense of oneself, failure brings role confusion and weak sense of self |
| intimacy v. isolation | young adult (19-40) Am I loved and wanted? young adults seek intimacy, failure leads to loneliness and isolation |
| generativity v. stagnation | middle adulthood (40-65) will I provide something of real value?success brings sense of usefulness/accomplishment. failure leads to sense of failure (stagnation) |
| maturity-- ego identity v. despair | Maturity (65-death) Have I lived a full life? success has sense of fulfillment; failure brings sense of regret and despair. |
| Freud failing to make something different equal | son wants dad gone to have mom to himself, daughter wants mom gone so dad is to her. not true because both son and daughter want only MOM |
| Oedipus complex | boys always want their moms to themselves |
| Electra complex | girls always want their dad to themselves |
| Chodorow | woman that added onto Freud with a more accurate concept of ego boundaries. |
| ego boundaries in 1st breakup | girls- have permeable boundaries, they remain empathic and warm like mom boys- have protective boundaries, become closed off, straying from mom's characteristics |
| desired outcome of maturity (ego identity v. despair) | people begin to expand their concerns to human's kind (the world's wellbeing) rather than my kind (what's in their own small world) |
| James Marcia- exploration and commitment- KNOW TABLE | adds identity status categories to Erikson's psychosocial theory. Takes identity v. role confusion and made 2x2 table about one's decision about career, and what they try about it |
| indentity achievement | one has tried many fields and chooses one |
| identity foreclosure | one has not tried many fields, but they choose one |
| moratorium | one has tried many fields but can't choose one |
| identity diffusion | one has not tried many fields, and they don't choose one |
| what did Freud call the parent adult and child | child is id, adult is ego, superego is parent |
| german word for love and work | lieben und arbeiten |
| who translated the first IQ test | Goddard |
| Eric berne's names for Freud's id ego and superego | id=child, ego=adult, superego=parent |
| humanism | all beings work the same; reinforcement and punishment, humans and rats |
| the decline of humanity | science makes us feel smaller, the more we know scientifically the less we have hope for higher ideas (being created by god) |
| higher elements | we are the things that stars are made of |
| carl rogers | biggest name in humanism-- says that empathy is curative ALWAYS |
| unconditional positive regard | you should value someone because they are a person, not for what they do for you |
| congruence | honestly reflecting what you are feeling- giving back what you are getting |
| empathy | rogers + Kohut are important names |
| heinz kohut (freudian) | big name in empathy- says that empathy is curative when it comes from someone you value, who also values you |
| maslow | second biggest name in humanism, made hierarchy of needs. said "a musician must make music, artist must paint, poet must right if he is to be self-actualized |
| what affects intrinsic motivation | autonomy, competency, and relatedness |
| autonomy | do we have control |
| competency | do we feel like we can do it |
| relatedness | do we feel connected |
| flow theory | everything in a system is working/going |
| oracle at adelphi | nothing in excess- the golden mean (3 bears) |
Created by:
liz gelles