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Psy Exam 1 (Ch 1,2,7
Psychology exam 1 over chapters 1,2 and 7
| Question | Answer |
|---|---|
| What are the goals of psychology | to describe, predict, understand, and modify behavior |
| Willhelm Wundt | Opened the first psychological laboratory and started the movement to make psychology a science |
| Functionalism | An early psychological approach that focused on the function and purpose of behavior and consciousness (how and why) |
| Structuralism | An early psychological approach that focused on analysis of immediate experience into basic elements (what) |
| William James | An American philosopher, physician, and psychologist who was one of the leaders of functionalism |
| Sigmund Freud | The neurologist whose theories evolved into what is psychoanalysis |
| Psychoanalysis | A theory of personality and a method of psychotherapy that focuses on unconscious motives and conflicts |
| The 6 Psychological Perspectives | Biological, Learning, Cognitive, Sociocultural, Psychodynamic, and Evolutionary |
| Biological Perspective | How our biological structure effects our behavior |
| Learning Perspective | How environment and experience affect a person's or animal's actions |
| Cognitive Perspective | Explains thinking, memory, language, problem solving, and perceptions |
| Sociocultural Perspective | How social and cultural contexts affect behavior |
| Psychodynamic Perspective | How the unconscious affects us psychologically |
| Evolutionary Perspective | How evolution affect behavior |
| Psychologist | A therapist that goes to graduate school and cannot give medication |
| Psychiatrist | A therapist that goes to medical school and can prescribe medications and tends to focus on the biological side |
| Basic Psychology | To research psychological issues for knowledge for it's own sake |
| Applied Psychology | To research psychological issues for knowledge or take knowledge from basic psychology to apply it to treatment or such |
| Theoretical Constructs | Abstract phenomena, such as emotions or thoughts, that can only be inferred and not directly measurable |
| Operational Definitions | Precise terms that can measure theoretical constructs |
| What are the parts of a good theory | It is falsifiable, productive (makes more questions), and simple |
| Confirmation bias | the tendency to only look for information that confirms one's own belief |
| What make psychology a science | Precision,Skepticism, Empirical evidence, Risky predictions and openness |
| Representative sample | A group of participants that accurately represent the population that is being researched |
| Case Study | A in-depth study of an unique individual |
| Case study is useful when | Ethical issues don't allow experimentation of topic, a starting point for the study, or when the topic is rare |
| Convenience Sample | Taking a sample from a group that is available |
| Naturalistic Observation | Researching a group by observing them in their natural day to day lives and not interfering |
| Narrative Analysis | Describing what happened |
| Qualitative Observation | Describing |
| Quantitative Observation | Measuring |
| Population | Complete group that researcher is interested in studying |
| Correlational Study | A descriptive study that looks for a relationship between two phenomena |
| Correlational Studies cannot show cause and effect b/c | there could be a third variable and or directional misconceptions |
| Independent Variable (IV) | The variable that is manipulated |
| Dependent Variable(DV) | The variable that is measured to see the effect of the IV |
| Quasi-Experimental | Sample groups are decided based on how they are (divorced or married) |
| Participant | Someone who had data collected from them in a study |
| Positive Correlation | both variables increase. |
| Negative Correlation | One variable increases while the other one decreases. |
| Random Assignment | where the chance of an participant being in a group is not greater than any other participant. |
| Informed Consent | The participant must understand the experiment and it's risks to be able to make an informed decision on whether or not they want to be part of the experiment. |
| Assent | the child must agree to be in a experiment after the parents agree. |
| The IRB Process | An Institutional Review Board reviews the ethics and decided if a proposed experiment is worth the risk. |
| Respondent Conditioning | A neutral stimulus comes to elicit a reflexive response when it is associated with a stimulate that already produces that response. |
| Unconditioned Stimulus (UCR) | A stimulus that naturally causes the Unconditioned Response. |
| Unconditioned Response (UCS) | A response that is natually the result of a Unconditioned Stimulus. |
| Conditioned Stimulus (CS) | A stimulus that is trained to have a certain response |
| Conditioned Response (CR) | A response that is trained to result from a CS. The CR should be the same as the UCR used to train it. |
| Garcia Effect | Some tastes and smells are more easily associated with poison while some sights and sounds are more easily associated with shock |
| Extinction | a conditioned stimulus no longer elicits the conditioned response. |
| Spontaneous Recovery | A extinct stimulus once again elicits the conditioned response |
| Stimulus Generalization | What counts as a conditioned stimulus to cause a conditioned response broadens. |
| Stimulus Discrimination | A specific thing is the conditioned stimulus for the conditioned response. |
| Higher order conditioning | A neutral stimulus becomes a conditioned stimulus thought association with an established conditioned stimulus. |
| Operant Conditioning | The consequences of a behavior determine the likelihood that the behavior will or will not be performed in the future. |
| Reinforcement | Increases a behavior |
| Punishment | Decreases a behavior |
| Positive Reinforcement | Add something to increase a behavior |
| Negative Reinforcement | Take away something to increase a behavior |
| Positive Punishment | Add something to decrease a behavior. |
| Negative Punishment | take away something to decrease a behavior. |
| Radical Behaviorism | Only direct contact with a response teaches a response. |
| Discriminative Stimulus (SD) | Signal that a reinforcer is available. |
| Bandura's Social-Cognitive Theory of Observational Learning | We learn from watching other people. |
| Vicarious reinforcement | Learning or strengthening a behavior by observing the behavior of others and the consequences of the behavior . |
| Modeling | A behavior modification technique that involves observing the behaviors of others and participating with them in performing the desired behavior |
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