Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Psych ch 1 & 6
| Question | Answer |
|---|---|
| Psychology | Science that studies behavior and mental processes and seeks to apply that study in the service of human welfare. |
| Biological psychologists | study how the brain and the body's biological processes affect, and are affected by, behavior and mental processes. |
| Cognitive psychologists | study mental abilities such as sensation and perception, learning and memory, thinking, consciousness, intelligence, and creativity. |
| Developmental psychologists | describe how behavior and mental processes change from birth through old age and try to understand the causes and effects of those changes. |
| Engineering psychology | an applied subfield of psychology that combines experimental psychology with human factors engineering to design, evaluate, and optimize technology, systems, and environments based on human cognitive and physical capabilities. |
| Personality psychologists | study the individuality-- the unique features that characterize each of us. |
| Clinical psychologists | conduct research on the causes and treatment of mental disorders and offer services to help troubled people overcome those disorders. |
| Counseling psychologists | licensed mental health professionals who assess, diagnose, and treat emotional, social, and psychological disorders, as well as everyday life stresses. They focus on moderate problems. |
| Community psychologists | work to ensure that psychological services reach the homeless and others who need help but tend not to seek it. |
| Health psychologists | study the relationship between behaviors such as smoking or lack of exercise and likelihood of suffering heart disease, stroke, cancer, or other health problems. |
| Educational psychologists | conduct research and develop theories about teaching and learning. |
| School psychologists | involved in activities like preventing bullying, early detection of students' mental health problems, and crisis intervention following school violence. |
| Social psychologists | Study the ways that people think about others and how people influence one another. |
| I/O psychologists | conduct research on leadership, stress, competition, pay scales, and other factors that affect efficiency, productivity, and satisfaction of people in the workplace. |
| Quantitative psychologists | develop and use statistical tools to analyze vast amounts of data collected by their colleagues in all psychology's subfields. |
| Sport psychologists | who explore the relationships between athletic performance and such psychological variables as motivation and emotion. |
| Forensic psychologists | assist in jury selection, evaluate defendants' mental competence to stand trial, and deal with other issues involving psychology and the law. |
| Environmental psychologists | study the effects of the physical environment on behavior and mental processes. |
| Neuroscience | study of the nervous system—primarily the brain—to understand the biological mechanisms underlying behavior, cognition, and emotion. |
| Structuralism | the first school of thought in psychology , the goal was to study conscious experience and it's structure. |
| Wilhelm Wundt | founded structuralism, established the first formal psychology lab at university of Leipzig Germany. |
| Edward Titchener | An Englishman student of Wundt's used introspection in his own lab at Cornell university. He called the approach he learned structuralism. |
| Introspection | an attempt to observe conscious experience or looking inward. used by Wundt. |
| Gestalt psychologists | pointed out that the whole shape of conscious experience is not the same as the sum of its parts. |
| Max Wertheimer | Was a co-founder of gestalt psychology challenging structuralism. |
| Kurt Koffka | Was a co-founder of gestalt psychology proposing that the human mind perceives and organizes information as organized, unified wholes rather than individual parts. |
| Wolfgang Köhler | Was a co-founder of gestalt psychology proposing introducing a holistic perspective that interpreted mental phenomena as organized wholes rather than aggregated parts. |
| Functionalism | to study how the mind works in allowing an organism to adapt to the enviroment. |
| William James | founded a psychology lab at Harvard university. He wanted to understand how images, sensations, memories, and the other mental events that make up our flowing stream of consciousness. The approach is functionalism. |
| G. Stanley Hall | Established the first psychology lab in the US at John Hopkins university. |
| Psychoanalysis | to explain personality and behavior; to develop techniques for treating mental disorders |
| Sigmund Freud | A Austrian physician that believed all behavior both simple and severe mental disorders is motivated by psychological processes, especially by mental conflicts that occur without our awareness at a unconscious level. |
| Behaviorism | to study only observable behavior and explain behavior through learning principles. |
| J. B. Watson | a psychology professor at John Hopkins believed observable behavior of animals and humans is the most important source of scientific information for psychology. Although he argued psychologists should ignore mental events because it isn't observable. |
| B. F. Skinner | early champion of behaviorism and worked on mapping out the details of how rewards and punishments shape, maintain, and change behavior through what he called operant conditioning. |
| Kenneth & Mamie Clark | Kenneth was the first African American president of APA. famous for the doll experiment seeing whether or not children would pick a white or black doll to play with. The study showed most children internalized discrimination. |
| Mary Whiton Calkins | denied PhD at Harvard due to gender discrimination, despite completing requirements |
| Gilbert Haven Jones | the first African American to receive a Ph. D. from a German university. He was also the first African American with a Ph. D. to teach Psychology in the United States. |
| Biological Approach | behavior and behavior disorders are seen as the result of physical processes especially those relating and to hormones and other chemicals. |
| Evolutionary Approach | emphasizes the inherited, adaptive aspects of behavior and mental processes. |
| Psychodynamic Approach | a view developed by Freud that emphasizes the interplay of unconscious mental processes in determining human thought, feelings, and behavior. |
| Behavioral Approach | emphasizes that human behavior is determined mainly by what a person has learned, especially from rewards and punishements. |
| Cognitive Approach | emphasizes research on how the brain takes in information, creates perceptions, forms and retrieves memories, processes information and generates integrated patterns of action |
| Humanistic Approach | focuses on how each person has a unique capacity to choose how to think and act |
| Eclectic Approach | a flexible, customized methodology that integrates diverse theories, techniques, and strategies tailored to individual client needs rather than adhering to a single school of thought. |
| Cross-cultural psychology | the scientific study of how cultural factors, such as traditions, beliefs, and social norms, influence human behavior, cognition, and emotion. |
| Encoding | the process of putting information into a form that memory system can accept and use. |
| Storage | the process of maintaining information in the memory system over time. |
| Retrieval | the process of finding information stored in memory. |
| Information processing model | a model that suggests that information must pass through sensory memory, short term memory, and long term memory in order to become firmly embedded in memory |
| Sensory memory | a type of memory that is very brief but lasts long enough to connect one impression to the next. |
| Sensory register | memory systems that briefly hold incoming information. |
| Iconic memory | the sensory register for visual information |
| Selective attention | the process of focusing mental resources on only part of the stimulus field. |
| Short-term memory | A stage of memory in which information normally lasts less than 20 seconds; a component of working memory. |
| Working memory | memory that allows us to mentally work with, or manipulate, information being held in short term memory. |
| Immediate memory span | the maximum numbers of items a person can recall perfectly after one presentation of items. |
| Chunking | organizing individual stimuli so that they will be perceived as larger units of meaningful information |
| Elaborative rehearsal | a memorization method that relates new information to information already stored in memory. |
| Maintenance rehearsal | a memorization method that involves repeating information over and over to keep it in memory. |
| Long-term memory | the stage of memory that researchers believe has an unlimited capacity to store new information. |
| Episodic memory | memory for events in one's own past. |
| Procedural memory | a type of memory containing information about how to do things. |
| Semantic memory | stores facts and general knowledge, distinct from episodic memory |
| Implicit memory | the unintentional recollection and influence of prior experiences. |
| Explicit memory | information retrieved through a conscious effort to remember something. |
| Serial-position curve | a curve that shows the probability of recalling items. Generally the first and last items are remembered best. |
| Primacy effect | A characteristic of memory in which recall is particularly good for the first two or three items in a list. |
| Recency effect | A characteristic of memory in which recall is particularly good in the last few items in a list. |
| Encoding specificity principle | a principle stating that the ability of a cue to aid retrieval depends on how well it taps into information that was originally encoded |
| Context-dependent memory | memories that are helped or hindered by similarities or differences between the contexts in which they are learned and recalled. |
| State-dependent memory | memory that is helped or hindered by similarities or differences in a person's internal state during learning versus recall. |
| Schemas | mental representations of categories of objects, places, events, and people. |
| Decay theory | a description of forgetting as the gradual disappearance of information from memory. |
| Interference | the process through which storage or retrieval of information is impaired by the presence of other information. |
| Retroactive interference | a cause of forgetting whereby new information placed by memory interferes with the ability to recall information already in memory. |
| Proactive interference | a cause of forgetting whereby previously learned information interferes with the ability to remember new information. |
| Anterograde amnésia | a loss oto f memory for events that occur after a brain injury. |
| Rétrograde amnésia | a loss of memory for events occurred prior to a brain injury. |
| Mnemonic strategies | serve as retrieval cues aiding memory recall |
| Distributive practice | a highly effective, evidence-based learning strategy that involves spacing out study or training sessions over time rather than cramming |
| Massed practice | a learning technique involving long, continuous training sessions without significant breaks. |
| Flashbulb memories | highly vivid, detailed, and enduring recollections of the specific context in which one learned of a surprising, emotionally charged, or significant event |
Created by:
user-2021828
Popular Biology sets