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Psychology GRE Names
Names of people on Psychology GRE
| Question | Answer |
|---|---|
| Aronson, E., Linder, D. | Proposed gain-loss principle (an evaluation that changes will have more effect than an evaluation that remains constant). |
| Asch, S. | Studied conformity by asking subjects to compare lengths of lines. |
| Bem, D. | Developed self-perception theory as an alternative to cognitive dissonance theory. |
| Clark, K., Clark, M. | Performed study on doll preferences in African-American children; teh results were used in the 1954 Brown v. the Topeka Board of Education Supreme Court case. |
| Darley, J., Latane, B. | Proposed that there were two factors that could lead to non-helping; social influence and diffusion of responsibility. |
| Eagly, A. | Suggested that gender differences in conformity were not due to gender per se, but to differing social roles. |
| Festinger, L. | Developed cognitive dissonance theory; also developed social comparison theory. |
| Hall, E. | Studied norms for interperonsal distance in interpersonal interactions. |
| Heider, F. | Developed balance theory to explain why attitudes change; also developed attribution theory and divided attributions into two categories: dispositional and situational. |
| Hovland, C. | Studied attitude change. |
| Janis, I. | Developed the concept of groupthink to explain how group decision-making can sometimes go awry |
| Lerner, M. | Proposed concept of belief in a just world. |
| Lewin, K. | Divided leadership styles into three categories: autocratic, democratic, and laissez-faire. |
| McGuire, W. | Studied how psychological inoculation could help people resist persuasion. |
| Milgram, S. | Studied obedience by asking subjects to administer electroshock; also proposed stimulus-overload theory to explain differences between city and country dwellers. |
| Newcomb, T. | Studied political norms. |
| Petty, R., Cacioppo, J. | Developed elaboration likelihood model of persuasion (central and peripheral routes to persuasion). |
| Schachter, S. | Studied relationship between anxiety and the need for affiliation. |
| Sherif, M. | Used autokinetic effect to study conformity; also performed Robber's Cave experiment and found that having superordinate goals increased intergroup cooperation. |
| Zajonc, R. | Studied the mere exposure effect; also resolved problems with the social facilitation effect by suggesting that the presence of others enhances the emission of dominant responses and impairs the emission of nondominant responses. |
| Zimbardo, P. | Performed prison simulation and used concept of deindividuation to explain results. |
| Ainsworth, M. | Devised the "strange situation" to study attachment. |
| Baumrind, D. | Studied the relationship between parental style and aggression. |
| Bowlby, J. | Studied attachment in human children. |
| Chomsky, N. | Linguist who suggested that children have an innate capacity for language acquisition. |
| Erikson, E. | Outlined eight stages of psychosocial develoment covering the entire lifespan. |
| Freud, S. | Outlined five stages of psychosexual development; stressed the importance of the Oedipal conflict in psychosexual development. |
| Gesell, A. | Believed that development was due primarily to maturation. |
| Gilligan, C. | Suggested that males and females have different orientations toward morality. |
| Hall, G. | The founder of developmental psychology. |
| Harlow, H. | Used monkeys and "surrogate mothers" to study the role of contact comfort in bond formation. |
| Kohlberg, L. | Studied moral development using moral dilemmas. |
| Locke, J. | British philosopher who suggested that infants had no predetermined tendencies, that they were blank slates (tabulas rasa) to be written on by experience). |
| Lorenz, K. | Studied imprinting in birds. |
| Piaget, J. | Outlined four stages of congitive development. |
| Rousseau, J. | French philosopher who suggested that development could unfold without help from society. |
| Terman, L. | Performed longitudinal study on gifted children. |
| Tryon, R. | Studied the genetic basis of maze-running ability in rats. |
| Vygotsky, L. | Studied cognitive development; stressed the importance of the zone of proximal development. |
| Adler, A. | Psychodynamic theorist best known for the concept of inferiority complex. |
| Allport, G. | Trait theorist known for the concept of functional autonomy; also distinguished between idiographic and nomothetic approaches to personality. |
| Bandura, A. | Behaviorist theorist known for his social learning theory, did modeling experiment using punching bag ("Bobo" doll). |
| Bem, S. | Suggested that masculinity and femininity were two separate dimensions; also linked with concept of androgyny |
| Cattell, R. | Trait theorist who used factor analysis to study personality. |
| Dollard, J. and Miller, N. | Behaviorist theorists who attempted to study psychoanalytic concepts within a behaviorist framework; also nown for their work on approach-avoidance conflicts. |
| Erikson, E. | Ego psychologist whose psychoscoial stages of development encompass entire lifespan. |
| Eysenck, H. | Trait theorist who proposed two main dimensions on which human personalities differ: introversion-extroversion and emotional stability-neuroticism. |
| Freud, A. | Founder of ego psychology. |
| Freud, S. | Originator of the psychodynamic approach to personality. |
| Horney, K. | Psychodynamic theorist who suggested there were three ways to relate to others: moving toward, moving against, and moving away from. |
| Jung, C. | Psychodynamic theorist who broke with Freud over the concept of libido; suggested that the unconscious could be divided into the personal unconscious and the collective unconscious, with archetypes being in the collective unconscious. |
| Kelly, G. | Based personality theory on the notion of "individual as scientist." |
| Kernberg, O. | Object-relations theorist. |
| Klein, M. | Object-relations theorist. |
| Lewin, K. | Phenomenological personality theorist who developed field theory. |
| Mahler, M. | Object-relations theorist. |
| Maslow, A. | Phenomenological personality theorist known for developing a hierarchy of needs and for the concept of self-actualization. |
| McClelland, D. | Studied need for achievement (nAch). |
| Mischel, W. | Critic of trait theories of personality. |
| Rogers, C. | Phenomenological personality theorist. |
| Rotter, J. | Studied locus of control. |
| Sheldon, W. | Attempted to relate somatotype (body type) to personality type. |
| Skinner, B. F. | Behaviorist. |
| Winnicott, D. W. | Object-relations theorist. |
| Witkin, H. | Studied field-dependence and field-independence using the rod-and-frame test. |
| Broca, P. | French anatomist who identified the part of the brain primarily associated with producing spoken language; i.e., Broca's area. |
| Cannon, W. | Physiologist who studied the autonomic nervous system, including "fight or flight" reactions; investigated homeostasis; and with Bard, proposed the Cannon-Bard theory of emotions. |
| Kandel, E. | Demonstrated that simple learning behavior in sea snails (aplysia) is associated with changes in neurotransmission. |
| James, W. and Lange, C. | Proposed the James-Lange two-factor theory of emotions. |
| Kluver, H. and Bucy, P. | Studied loss of normal fear and rage reactions in monkeys resulting from damage to temporal lobes; also studied the amygdala's role in emotions. |
| Luria, A. | Russian neurologist who studied how brain damage leads to impairment in sensory, motor, and language functions. |
| Milner, B. | Studied severe anterograde amnesia in H.M., a patient whose hippocampus and temporal lobes were removed surgically to control epilepsy. |
| Olds, J. and Milner, P. | Demonstrated existence of pleasure center in the brain using "self-stimulation" studies in rats. |
| Penfield, W. | Canadian neurosurgeon who used electrodes and electrical stimulation techniques to "map out" different parts of the brain during surgery. |
| Schachter, S. and Singer, J. | Proposed the Schachter-Singer two-factor theory of emotions. |
| Sherrington, C. | English physiologist who first inferred the existence of synapse. |
| Sperry, R. and Gazzaniga, M. | Investigated functional differences between left and right cerebral hemispheres using "split-brain" studies. |
| Wernicke, C. | German neurologist who identified the part of the brain primarily associated with understanding spoken language--i.e., Wernicke's area. |
| Bekesy, G. | Empirical studies led to travelng wave theory of pitch perception which, at least partially, supported Helmholtz's place-resonance theory. |
| Berkeley, G. | Developed a list of depth cues that help us to perceive depth. |
| Broadbent, D. | Proposed filter theory of attention. |
| Fechner, G. | Developed Fechner's law, which expresses the relationship between the intensity of the stimulus and the intensity of the sensation. |
| Gibson, E., and Walk, R. | Developed the visual cliff apparatus, which is used to study the development of depth perception. |
| Helmholtz, H. | Developed Young-Helmholtz trichromatic theory of color vision; developed place-resonance theory of pitch perception. |
| Hering, E. | Developed opponent process theory of color vision. |
| Hubel, D. and Wiesel, T. | Studied feature detection in visual cortex and discovered simple, complex, and hypercomplex cells. |
| Kohler, W. | Developed theory of isomorphism. |
| Melzack, R. and Wall, P. | Proposed gate theory of pain. |
| Stevens, S. S. | Developed Stevens' law as an alternative to Fechner's law. |
| Swets, John A. | Refined ROC curves in signal detection theory. |
| Wever, E. and Bray, C. | Proposed volley theory of pitch perception in resonse to a criticism of the frequency theory of pitch perception. |
| Yerkes, R. and Dodson, J. | Developed Yerkes-Dodson law which states that performance is best at intermediate levels of arousal. |
| Bandura, A. | Studied observational learning. |
| Breland, K. and Breland, M. | Discovered and studied instinctual drift. |
| Darwin, C. | Proposed a theory of evolution with natural selection as its centerpiece. |
| Garcia, J. | Studied taste-aversion learning and proposed that some species are biologically prepared to learn connections between certain stimuli. |
| Kohler, W. | Studied insight in problem solving. |
| Lorenz, K. | Ethologist who studied unlearned, instinctual behaviors in the natural environment. |
| Pavlov, I. | Discovered the basic principles of classical conditioning. |
| Premack, D. | Suggested the Premack principle: that a more-preferred activity could be used to reinforce a less-preferred activity. |
| Rescorla, R. | Performed experiments which showed that contiguity could not fully explain classical conditioning: proposed contingency theory of classical conditioning. |
| Skinner, B. F. | Developed principles of operant conditioning. |
| Thorndike, E. | Proposed the law of effect; used puzzle boxes to study problem solving in cats. |
| Tinbergen, N. | Ethologist who introduced experimental methods into field situations, |
| von Frisch, K. | Ethologist who studied communication in honeybees. |
| Watson, J. | Performed experiment on Little Albert that suggested that the acquisition of phobias was due to classical conditioning. |
| Wilson, E. O. | Developed sociobiology. |
| Wolpe, J. | Developed method of systematic desensitization to eliminate phobias. |
| Bartlett, F. | Investigated the role of schemata in memory; concluded that memory is largely a reoonstructive process. |
| Cattell, R. | Divided intelligence into fluid intelligence and crystallized intelligence and looked at how they change through the lifespan. |
| Chomsky, N. | Distinguished between the surface structure and deep structure of a sentence; studied transformational rules that could be used to transform one sentence into another. |
| Collins, A. and Loftus, E. | Devised the spreading activation model of semantic memory. |
| Craik, F. and Lockhart, R. | Developed the levels-of-processing theory of memory as an alternative to the stage theory of memory. |
| Ebbinghaus, H. | Studied memory using nonsense syllables and the method of savings. |
| Gardner, H. | Proposed a theory of multiple intelligences that divides intelligence into seven different types, all of which are equally important; traditional IQ tests measure only two of the seven types. |
| Guilford, J. | Devised divergent thinking test to measure creativity. |
| Kahneman, D. and Tversky, A. | Investigated the use of heuristics in decision making; studied the availability heuristicc and the representativeness heuristic. |
| Loftus, E. | Studied eyewitness memory and concluded that our memories can be altered by presenting new information or by asking misleading questions. |
| Luchins, A. | Used the water-jar problem to study the effect of mental sets on problem solving. |
| Macoby, E. and Jacklin, C. | Found support for gender differences in verbal ability. |
| McClelland, J. and Rumelhart, D. | Suggested that the brain processes infrmation using parallel distributed processing (PDP). |
| Miller, G. | Found that the capacity of short-term memoery is seven (plus or minus two) items. |
| Paivio, A. | Proposed dual-code hypothesis. |
| Smith, E., Shoben, E., and Rips, L. | Devised the semantic feature-comparison model of semantic memory. |
| Spearman, C. | Suggested that individual differences in intelligence were largely due to differences in amount of a general factor called g. |
| Sperling, G. | Studied the capacity of sensory memory using the partial-report method. |
| Sternberg, R. | Proposed triarchic theory that divides intelligence into three types: componential, experential, and contextual. |
| Thurstone, L. | Used factor analysis to study primary mental abilities-factors more specific than g, but more general than s. |
| Whorf, B. | Hypothesized that language determines how reality is perceived. |
| Binet, A. and Simon, T. | Developed the Binet-Simon intelligence test; introduced the concept of mental age. |
| Holland, J. | Developed the RIASEC model of occupational themes. |
| Jensen, A. | Suggested that there were genetically based racial differences in IQ; this suggestion has been much criticized. |
| Morgan, C. and Murray, H. | Developed the Thematic Apperception Test (TAT), a projective test designed to measure personality. |
| Rorschach, H. | Developed the Rorschach inkblot test, a projective test designed to measure personality. |
| Rotter, J. | Developed a sentence completion test; a projective test designed to measure personality. |
| Stern, W. | Developed the concept of the ratio IQ |
| Strong, E. and Campbell, D. | Developed the Strong-Campbell Interest Inventory; used to assess interest in different lines of work (actually, they didn't work together: Campbell revised an earlier test of Strong's). |
| Terman, L. | Revised the Binet-Simon intelligence test; revision became known as the Stanford-Binet IQ test. |
| Wechsler, D. | Developed several intelligence tests for use with different ages (the WPPSI, WISC, and WAIS); these tests yield three deviation IQs: a verbal IQ, a performance IQ, and a full-scale IQ. |
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