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RMDA ch. 1
| Term | Definition |
|---|---|
| psychology | scientific study of mind and behavior |
| reliability | humans are not necessarily reliable; Misleading Post-event Information (MPI); change in memory etc |
| ways of knowing | intuitions and anecdotes; authority and tradition; empiricism and direct experience; rationalism and skepticism |
| intuition | "I believe my gut feeling"; hunch and emotionality; sudden insight but no science or data to prove |
| advantages of intuition | origin of novel hypotheses; can move a field beyond the data; provide emotional/personal insight |
| disadvantages of intuition | no empirical data; consider confirmation bias and false consensus effect |
| false consensus effect | belief that there's a greater consensus confirming your thoughts, not reflective of reality (e.g. social media algorithm) |
| confirmation bias | only seek out data and information to validate your hunch and opinion |
| illusory correlation | belief there's a correlation when there isn't |
| authority | "I believe what they tell me to"; credible/powerful/influential people; institutions and traditions (e.g. religion) |
| advantages of authority | stable set of beliefs/principles; move a field beyond data (visionaries, e.g. Freud) |
| disadvantages of authority | insensitive to proof/evidence, susceptible to political bias; ignore scientific procedures; distorts/ignores evidence and science |
| empiricism | "I believe what I can see"; direct observation, data, reliability, repeatability; doesn't exist until problem faced directly |
| advantages of empiricism | can confirm hunch with real data; grounds knowledge; confirm intuition by observation; makes knowledge public |
| disadvantages of empiricism | validity of tools; confirmation bias; spurious correlations; susceptible to illusions and misperceptions |
| spurious correlations | looks real but isn't; comes from false sources or uses bad logic |
| rationalism/skepticism | "I believe what makes sense"; logical coherence; organize understanding, guide new hypotheses, summarize empirical data |
| e.g. rationalism/skepticism | theory of evolution, socio-cognitive psych theories |
| advantages of rationalism | dvp coherent principles/theories, articulate hypothetical constructs underlie behavior, correspond conclusions-knowledge |
| disadvantages of rationalism | potential bias in data used to support theory; consider ideological bias and authority-based belief systems |
| Goodstein's evolved theory of science (2000) | data play central role; scientists not alone; science is adversarial (question and critique), evidence peer reviewed |
| purpose of behavior science | describe behavior, make predictions abt behavior (hypothesis), determine causes of behavior (experiment), explain behavior |
| most crucial/reliable ways of knowing | empiricism and rationalism |
| ways to describe behavior | qualitative and/or quantitative descriptions |
| qualitative descriptions | nominal/word descriptions; naturalistic/simple observation (e.g. characteristics); valuable to form hypotheses |
| quantitative descriptions | tracking patterns of behavior using numbers; surveys, polls, archival data; valuable to develop and test hypotheses |
| predicting behavior | testing hypotheses; practical applications (e.g. what scores best predict college success?) |
| testing hypotheses types | correlational and experimental research |
| e.g. correlational research | I hypothesize that people scoring low on a measure of science education will be prone to irrational beliefs |
| e.g. experimental research | I hypothesize that providing science education will decrease people's irrational beliefs |
| correlational research | detects whether or not there is a relationship between two variables |
| experimental research | tests the relationship between two variables or the impact of one variable on another |
| negative correlation | opposite direction trend (one pos, one neg) |
| positive correlation | same direction trend (both pos, both neg, etc) |
| causes of behavior | how or why something works; identify basic processes systemically related |
| how to conclude causation | temporal precedence, covariation of cause and effect, have no other alternative explanations |
| temporal precedence | specific, consistent order to the events; cause must happen before effect |
| covariation of cause and effect | observing a change in one variable should lead to a change in another; effect doesn't occur w/out cause |
| covariation of cause and effect: when one isn't present | if effect occurs without cause, it's not the cause; if cause isn't present, effect doesn't occur |
| eliminate alternative explanations | determine effect isn't caused by a different variable; rule out other explanations; can use survey; eliminate other factors |
| "I hypothesize that seeing ppl help Sudanese makes other ppl help Sudanese": temporal precedence | people must see others helping first, then help |
| "I hypothesize that seeing ppl help Sudanese makes other ppl help Sudanese": covariation of cause and effect | if you don't see others helping, you don't either; all people who see help, also help |
| "I hypothesize that seeing ppl help Sudanese makes other ppl help Sudanese": eliminate alternative explanations | e.g. getting a tax benefit incentivizes. To rule this out, confirm small size of benefit; |
| understanding behavior | why did behavior happen; linked with understanding causation but goes deeper; new evidence can change explanation |
| basic research | understand nature of behavior without having irl application; e.g. address theoretical questions abt areas of the mind |
| applied research | conducted to address issues in which there are practical problems and potential solutions |
| e.g. basic research | general; e.g. differences between men and women, bst method for learning; has implications for applied research, not solution |
| using applied research | use theory and evidence to design courses; applied research often guided by findings of basic research |
| scientific skepticism | ideas evaluated on basis of logic and results of well-executed scientific investigations |
| pseudoscience | use of seemingly scientific terms to spread claims that aren't based on scientific research; e.g. facilitated communication |
| goals of behavioral science | description, prediction, determining cause, explaining behavior |
| description | describe observable behavior; describe how events are systemically related; e.g. do ppl study better w/ tv or no? |
| prediction | once events have shown to be related, predictions can be made; considers likelihood |
| determining causes (of behavior) | correlation is not causation; to know how to change behavior, we need to know the causes of behavior |
| explaining behavior | explain relationship by testing theories; understand why a behavior occurs |
| program evaluation | assesses social reforms and innovations that occur in gov/policy, etc; social programs = experiments to achieve desired outcomes |
Created by:
lector_noche
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