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Psychology
Semester 1 Content
| Question | Answer |
|---|---|
| Psychology | Scientific study of behavior |
| Independent Variable | Characteristic of experiment that is changed |
| Dependent Variable | Characteristic of experiment that is measured |
| Controlled Variable | Characteristics kept the same throughout experiment |
| Self | "Who and what I am", makes up motivations, values, behavior, and characteristics that define people |
| Self-Concept | Pre-existing idea of who you are (abilities, values, self-image), develops over time |
| Identity | Characteristics defining someone and setting them apart from others, how one thinks they are perceived by others |
| Learning | mostly permanent change in behavior resulting from experience |
| Critical Learning Period | Set amount of time to learn from exposure to certain stimuli before the brain is permanently unable to process it |
| Nature | Innate characteristics present at birth |
| Nurture | Environmental factors that affect development |
| Nature vs Nurture Debate | Examines how Nature and Nurture impact development |
| Extraordinary Claims | Require extraordinary evidence |
| Testability | Theories should be testable and given the chance to fail |
| Occam's Razor | Simplest explanation is the best |
| Replicability | Other scientists should be able to repeat an experiment with similar results |
| Ruling out Rival Hypotheses | Don't accept a hypothesis until rival ones are ruled out |
| Correlation vs Causation | Two things seemingly going together doesn't mean one caused the other |
| Overuse of ad hoc | Loopholes used to explain failure of promised results |
| Exaggerated Claims | If it sounds too good to be true, it probably is |
| Over-Reliance on Anecdotes | General conclusions can't be drawn from anecdotes (which are too specific) |
| Absence of Connectivity to Other Research | Ideas don't come from nowhere |
| Meaningless Psychobabble | Incorrect/overused scientific terms used to hide rubbish ideas |
| Talk of proof | Science has evidence, not proof |
| Goals of Psychology | Describe, Understand, Predict, and Control behavior |
| Reflexive Project | People constantly, manage, refine, and develop themselves, reflecting on their past behavior before improving |
| Twenty Statements Test | Survey measuring self-concept, assumptions, and self-attitudes in a standardized method |
| Holophrases | Singular words that can be interpreted w/ different meanings (ex. "mama") |
| Two-Word Combinations | two-word sentences that exclude non-critical terms (ex. "dog bark") |
| Telegraphic Speech | Sentence excluding non-critical terms, but can be more than two words (ex. "want more milk") |
| Infant-Directed Speech | Oversimplified sentences spoken in a high pitch, usually towards babies |
| Cognitive Development | Construction of mental processes (memory, problem solving, decision making) |
| Components of Cognitive Development | Reasoning, Intelligence, Language, Memory |
| Egocentrism | Inability to understand that not everyone experiences things the same |
| Conservation | Knowledge that some things remain the same in nature despite changes in appearance |
| Assimilation | Forcing new info to fit with existing understanding of the world |
| Accommodation | New info changes/replaces former understanding |
| Avoidant Attachment | Suspicious of intimacy, distant, withdraws when threatened |
| Anxious-Resistant Attachment | Compromises excessively to make relationships work, tries to control situations when threatened |
| Disorganized Attachment | Both desires and fears relationships, portrays mixed signals and dissociates, acts out when threatened |
| Secure Attachment | Can provide closeness and distance without fear of abandonment or feeling suffocated |
Created by:
Sylvester!