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PSYCH 111 Exam 1
Professor Williams BYU
| Aristotle | Empiricism |
|---|---|
| St. Augustine | Autobiography called Confessions |
| Descartes | Rationalism |
| Francis Bacon | Modern Scientific attitude we have today |
| John Locke | Empiricism and tabula rasa |
| Immanuel Kant | compromise between rationalism and empiricism |
| Wilhem Wundt | Father of pscyhology |
| Carl Rogers | person-centered theory |
| Abraham Maslow | Hierarchy of needs |
| Sigmund Frued | Psychoanalysis |
| Jean Piaget | Systematic maturation of cognitive function |
| Functionalism | Studying the function of the mind (introspection and testing) The study of how the conscious mind helps the individual adapts to the enviornment |
| structuralism | analyzing the structure of the mind (analytic introspection) |
| behaviorism | studies how people learn through observing behavior |
| Humanistic | hierarchy of needs, focuses on us as humans |
| biopsychological | looks at the connection between biology, social and psychological factors |
| sociocultural | study of human behavior in social/cultural situations |
| Gestalt psychology | the study of how people perceive the world around them as whole, rather than individual parts very abstract |
| THINGS YOU CAN EXPLAIN | PEOPLE YOU MUST UNDERSTAND |
| Goals of scientific research | Prediction: people Control: can't Explanation: even Description: drive |
| Descriptive | record behaviors that have been observed systematically case study, surgery, naturalistic observation, psychological testing, archival research validity, reliability, standardization, randomness |
| Correlational | test hypothesis about RELATIONSHIPS BETWEEN VARIABLES causation does not equal correlation |
| Experimental | test the effects of one or more variable(s) on one or more other variable(s) bias should never exists were trying to prove causation be we will never be able to prove perfect causation |
| positive correlation | go up together |
| negative correlation | they go down together |
| non-correlation | completely scattered |
| control group | standard, don't change anything, don't do anything to this group |
| experimental group | experimenting on |
| independent variable | causing the other |
| dependent variable | being caused, the result |
| placebo | pretending to do the experiment on them but in reality nothing is done to them |
| ethics in psychology | treatment, permission, privacy |
| nature | biology influences behavior |
| nurture | environment influences behavior |
| two parts of the Nervous system | peripheral nervous system & central nervous system |
| neuron | basic unit of the nervous system |
| motor neurons | sends messages from the central nervous system to smooth muscles, cardiac muscle, or skeletal muscles (allows us to move) |
| Sensory neurons | sends messages from sensory receptors to the central nervous system (allows us to feel) |
| action potential | electrical charge of neuron in response to a stimulus |
| resting potential | electrical charge of neuron when not firing |
| endocrine system | hormones affect behavior |
| brain stem | medulla, pons, cerebellum |
| limbic system | regulation of emotions, behavior, motivation, memory |
| cerebral cortex | frontal, temporal, parietal, occipital |
| neuroplasticity | brain's ability to adapt: learn a language, rehabilitation, loss of sense of adaptability |
| right hemisphere | emotional, nonverbal, mathematical |
| left hemisphere | rational, verbal, language processing, mathematical |
| evolutionary psychology | it describes the study of the evolution of behavior through natural selection |
| developmental psychology | the field that studies physical, perceptual, cognitive, and psychosocial across lifespan |
| germinal stage (stage of prenatal development) | conception--2 weeks |
| embryonic stage (stage of prenatal development) | end of the 2nd weeks through 8th weeks |
| fetal stage (stage of prenatal development) | end of 8th week through birth |
| birth--1 year (Erickson) | trust vs. mistrust |
| 2 years (Erickson) | autonomy vs shame and doubt |
| 3-5 years (Erickson) | initiative vs guilt |
| 6 years--puberty (Erickson) | industry vs inferiority |
| adolescence (Erickson) | identity vs role confusion |
| young adulthood (Erickson) | intimacy vs isolation |
| middle adulthood (Erickson) | generatively vs stagnation |
| late adulthood (Erickson) | integrity vs despair |
| sensorimotor stage (Piaget) | birth--2 years physical interaction with the world, and learn by manipulation object permanence: things taken away do not cease to exist |
| Preoperational stage (Piaget) | 2-7 years language increasing, but not yet logical analysis loss of egocentrism: the child now understands that other perspectives exist other than their own |
| concrete operational stage (Piaget) | 7-11 years reasoning only about concrete things transitive inference-- if A>B and B>C, then A>C conservation: changing the form of an object does not change its volume |
| former operational | 11-15 years adolescence abstract reasoning and contemplation of future events |
| social attachment | strong emotional relationship between an infant and cargiver |
| longitudinal research method | follows participants over time |
| cross sectional research method | compares different age groups at the same time |
| cohort sequential | participants in a specific group defined by a specific factor or quality |
| neglectful parenting style | unresponsive to child's needs |
| permissive parenting style | few rules and rarely punish |
| authoritarian parenting style | coercive power |
| authoritative parenting style | warm and loving with well-defined limits and expectations |
| pre-conventional level (Kohlberg) | concern with consequences of behavior for oneself |
| conventional level (Kohlberg) | concern with upholding laws and conventional values and favoring obedience to authority |
| post-conventional (Kohlberg) | concern with obeying mutually agreed-upon laws, moral principles and by the need to uphold human dignity |
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abigailhawkins
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