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General Psychol
Test 1
| Question | Answer |
|---|---|
| Pgsycology | study of behavior and mental processes |
| Clinical Psychology | diagnoses and treats patients with mental, emotional, and behavioral disorders. PhD or PsyD defree - talk therapy (no drugs) |
| Psychiatry | medical doctor specializing in psychological disorders of a biological nature MD degree-prescribe drugs and provide therapy. |
| Counseling Psychology | helps patients learn to cope with everyday problems ( marriage, stress, school, career, loss of a loved one, etc...) Master's Degree |
| Development | studies human growth and change over the entire lifespan - Physcal, mental, social, and emotional growth |
| Physiological | studies how our biology influences our behavior, thoughts, and emotions. Biology = neurotransmitters, hormones, gender differences, drugs, brain structures, DNA, etc. |
| Experimental | studies basic psychological processes Learning, memory, motivation, emotion, sensation, perception, etc. |
| Personality | studies personality traits and their influence on behavior (sociability, aggression, self-esteem, etc.) |
| Social | studies how our behavior is influenced by others Attraction, obedience, conformity, prejudice, first impressions |
| Industrial/Organizational (I/O) | applying psychological principles in business and industry Selecting & training personnel Improving productivity, morale, and working conditions Leadership development |
| Human Factors & Ergonomics | working with engineers to design better products/systems/environments for the human user Considers things like safety, comfort, stress, perception, information processing, decision making, etc |
| Wundt | opened first research lab (Germany) Wundt (Voluntarism) – We decide what to pay attention to, which then influences our behavior |
| Hall | opened first research lab (U.S.) |
| Titchener | (Structuralism) – Consciousness or experience can be broken down into three basic elements (sensations, feelings, and images) |
| James | (Functionalism) – we use our experiences to continuously adapt to our environment. When we repeat something, our brain changes so that each repetition is easier than the last, until our actions become automated |
| Freud | (Psychodynamic) – unconscious drives our behavior |
| Watson | (Behaviorism) Study only observable & measurable behaviors Ignore the mind because we cannot study it scientifically All psychological issues are caused by conditioning Little Albert Experiment |
| BF Skinner | (Reinforcements) Rewarding a behavior will make it more likely to happen again Active learning instead of passive learning |
| Cognitive Revolution Behaviorism | Research began to focus on mental processes again Memory, decision making, perception, feelings, etc. Better research methods available now Brain imaging techniques Draw conclusions about psychological processes that underlie behaviors |
| Naturalistic Observation | observe behavior in natural setting, instead of a lab Pros: ideas for further research, true to life behavior Cons: observer bias can distort your observations; must take behavior as it comes, can't generalize on one-time occurrence |
| Case Studies | studying one individual in depth,using multiple methods, to learn from their experience.Pros: helpful in studying unusual, first-time cases Cons: can't generalize on one-time occurrence |
| Surveys – | Questionnaires or interviews are administered to a selected group of people to collect data.Pros: Large quantity of info obtained quickly, low cost Cons: Observer bias (questions must be worded carefully), and data accuracy |
| Correlational Research | used to identify relationships between variables Example: SAT scores and college GPA are related Example: Exercise and weight loss are related |
| Experimental Method | deliberately manipulating a variable to measure the effect on another variable. |
| APA Code of Ethics Participants must understand: | Nature of the research,Risks of participating,Limitations on confidentiality Informed consent must be documented If participating for course credit, an alternative must be available Cannot use deception if it may influence willingness to participate |
| biology influence our behavior? | Hormone imbalance Genetics Brain structures Neurotransmitters Drugs Sex differences |
| The Neuron | Smallest unit in the nervous system 100 billion in the brain! “The Messengers” Receive/transmit messages |
| dendrites | transmit messages from other nerons to the body cell |
| Terminal buttons | the impulse reaches the terminal button releasing neurotransmitters into the synaptic space which separates one neuron from another |
| Axon | carries the message to a nearby neuron or to a muscle or gland |
| myelin | provides insulation and increases the speed of the traveling message or impulse. |
| Sensory (afferent) neurons | Carry messages from sense organs (skin, eyes, nose, ears, etc.) to the spinal cord or brain |
| Motor (efferent) neurons | Carry messages from the spinal cord or brain to the muscles and glands |
| Interneurons (association neurons): | Carry messages from one neuron to another (middle man |
| Mirror neurons | Fire when we observe others perform a behavior or express an emotion |
| Glial Cells | Hold neurons in place Provide nourishment Remove waste Prevent harmful substances from passing into the brain Form the myelin sheath |
| The Neural Impulse | |
| Resting Potential | The neuron is resting and “polarized” All the negative (-) ions are inside All the positive (+) ions are outside |
| Action Potential | The neuron is firing and “depolarized” The electrical charge traveling down the axon causes the positive and negative ions to switch places. |
| Minimum Threshold of Excitation | A neuron does NOT transmit every message. It has to be a strong enough signal (coming from multiple nearby neurons) |
| All-or-None Law | A neuron either fires at full strength, or not at all. Important messages cause the neuron to fire more often (not stronger). |
| Absolute refractory period | (1/1000 of a sec) Immediately after firing, the neuron will not fire again no matter how important the incoming message may be. |
| Relative refractory period | (<1 sec) The neuron will fire ONLY if the incoming message is really important. |
| Neural Plasticity | Experience can change the brain structurally and chemically |
| How to increase brain potential: Nutrition | vitamins, minerals, antioxidants Oxygen,Cardiovascular exercise and plenty of water,Rest,plenty of quality sleep,Work that muscle,Brain teasers,Stay social,Try new things,reading material All drugs and alcohol kill brain cells |
| The Real Brain | Adult Size 6” X 5” X 4” Adult Weight About 3 pounds 75% Water! 100 billion neurons! |
| Medulla | Controls breathing, heart rate, blood pressure |
| Pons | Regulates your sleep/wake cycle |
| Cerebellum | Coordinates body movements |
| Thalamus | Relays incoming sensory messages to correct part of the brain for further processing. |
| Hypothalamus | Regulates emotions, hunger, thirst, sex drive, body temperature |
| Reticular Formation | Network of neurons that alert the higher parts of the brain to incoming messages. (turned off = coma or anesthesia; turned down = sleeping) |
| congelatutions | the bumpy outside of brain |
| frontal lobe | coodinates messages from the other cerebral lobes; involved in complex problem-solving tasks |
| primary motor cortex | part of the lobe;sends message to muscles and glands; key role in voluntary movement |
| central fissure | separates the primary somatosencory cortes from the primary motor cortex |
| primary somatosensory cortex | registers sensory messages from the entire body |
| parietal lobe | receives sensory information from sense acceptors all over the body, also involved in spaitial abilities. |
| temporal lobe | involved in complex visual task; regulates emotions strong role in understanging language. |
| occipital lobe | recieves and processes visual information. |
| Cerebral Cortex | 80% of the total weight of the brain 70% of all the neurons are in the cortex More highly developed in humans |
| Hippocampus | Creates long-term memories |
| Amygdala | Regulates extreme emotional reactions (e.g. fear, panic, etc.) |
| Corpus Callosum | Thick band of nerve tissue that connects the left and right sides,Allows both sides to share information |
| Right side of brain | Spatial visualization, music, color, imagination,creativity,Remembers faces better than names,Perception of emotions (in-tune to others feelings),Problem-solving methods,Impulsive, risk-takers, yet easily stressed |
| Left Side of Brain | Reading, language, speech, math, detail-oriented Analytical, logical, rational, facts, strategic, methodical Cheerful, sociable, self-confident, realistic, practical, safe, punctual |
| The Spinal Cord | Bundle of long axons, protected by bones in your spine Transmits messages between the brain and the body Some neurons control “reflex actions” |
| Autonomic Nervous System | Transmits messages from the brain to all internal organs |
| Sympathetic: | activated by stress (Fight or flight) |
| Parasympathetic: | calms the body, returns everything to normal |
| Endocrine System | Pineal gland Melatonin (sleep) Pituitary gland Master gland Thyroid gland Thyroxin (metabolism) Pancreas Insulin & Glucagon (blood sugar) Adrenal glands Stress response Gonads Estrogen (ovaries) Testosterone (Testes) |
| Sensation – the raw data | Energy stimulates receptor cells in one of the sense organs Energy is converted to electrochemical codes for the brain to read |
| Perception | interpreting the raw data Turning it into something meaningful |
| Absolute threshold | Physical energy must meet minimum threshold to be noticed Adaptation: the threshold will change as we adapt to differing levels of energy |
| Difference threshold (jnd) | The smallest change in energy that causes you to notice the change |
| Do messages outside our awareness affect our behavior? | Research says we process and respond to information outside our awareness, but it doesn’t mean we act on it. |
| Does Extra Sensory Perception (ESP) exist? | Sensing an object without using your senses, reading minds, seeing into the future, etc. Decades of research have not been able to prove it. But, what do you think? |
| Who does all this research? | “Parapsychologists |
| Cornea | Protective outer layer |
| Pupil | Small opening in the iris |
| Iris | Colored part; controls size of the pupil |
| Lens | Focuses light onto the retina |
| Retina | Lining in the eye that contains receptor cells (rods & cones) |
| Fovea | Center of visual field most visual acuity, or sharpness |
| Blind Spot | Place in the retina without rods & cones (no data) |
| Rods (120 million in each eye) | Very light sensitive Responsible for night vision Concentrated outside the fovea |
| Cones (8 million in each eye) | Less light sensitive Responsible for day vision Responsible for color vision Concentrated in the fovea |
| Optic nerve leaves the eye | Carries neural message to the brain |
| Optic chiasm | Point where left and right nerves meet to share information |
| Properties of Color | Hue: the color Saturation: vividness Brightness: whiteness Depends on amount of light entering your eye |
| Trichromatic Theory | Cones specialize in red, green, or blue They work together to see variations in color |
| Opponent Process Theory | Three pairs of color receptors Yellow-blue Red-green Black-white |
| Cataracts | Clouding of the lens (from aging) |
| Glaucoma | Damage to the optic nerve |
| Detached Retina | |
| Conjunctivitis (Pink Eye) | Infection of the cornea |
| Color Blindness | Red/green or yellow/blue |
| Stimulus = sound waves | Compressions and expansions of air molecules |
| Frequency (Hz) | Number of cycles per second (pitch |
| Amplitude (dB) | Height of wave (loudness |
| The Ear | Sound waves enter the ear Starts a series of vibrations Ear drum, hammer, anvil, stirrup, oval window, cochlea Inside the cochlea Fluid is vibrating Receptor cells on the basilar membrane pick up those signals and send to the brain |
| Place Theory | The pitch of the sound is determined by where on the membrane the message is strongest. High-frequency sounds = at the base Low-frequency sounds = at the tip |
| Frequency Theory | Faster vibrations is translated into faster nerve impulses (fast = high pitch sound) |
| Volley Principle | Neurons work together to fire in sequence Able to send more rapid impulses as a team |
| Conductive hearing loss | Sound doesn’t reach your inner ear Causes: Ear wax, punctured ear drum, fluid build-up, infection, brittle bones (aging), etc. Treatments: surgery, antibiotics, flush the ear, etc |
| Sensorineural hearing loss | Damage to the cochlea or auditory nerve Causes: Aging, chronic infections, genetics, trauma, chronic exposure to loud noises Treatments: hearing aids, cochlear implants |
| Chemicals secreted by sweat glands | Also concentrated in the underarm, pubic region, saliva, urine, feces, etc. |
| Animals use it to communicate: | Dominance Aggressiveness Identity Health Sexual receptivity |
| How do humans respond? | Babies recognize and prefer their mother’s pheromones over a stranger. Young boys (ages 3 – 6) prefer their mother’s pheromones over their father’s (until sexual identity is set). |
| How do humans respond? | Females are more sensitive to pheromones when they’re ovulating. They are also more sexually active and more likely to orgasm.Females are less sensitive to pheromones if hormones are altered (e.g. the pill, menopause, pregnancy, etc.) |
| How do humans respond? | Females living together causes menstrual cycles to sync. We show signs of having a pheromone “type” that we prefer consistently. |
| Kinaesthetic | Provides info about speed and direction of your body’s movement Receptors on muscles and tendons Sends info regarding muscle movement, changes in posture, strain on joints, etc. |
| Vestibular | Provides info about equilibrium and position in space (which way is up?) Receptors located in the inner ear Semi-circular canals are filled with fluid |
| Receptors for | Pressure, temperature, and pain |
| Experience of pain depends on: | Physical factors: How many signals pass through the spinal cord “gate” Mental factors: You can’t tickle yourself Mind over matter Paying attention vs. being distracted Social factors: Who’s looking? Other’s reactions |
| Sensation | raw sensory data that the brain receives from the senses |
| Perception | process of organizing, interpreting, and giving meaning to that raw data |
| How do we organize our perceptual experiences? | Figure-ground distinction We distinguish figures from the background When we can’t separate the figure from the ground, then we may not “see” it at all. |
| Perceptual Organization | Sometimes a figure with clear contours can be perceived in two different ways because it’s unclear what is the figure and what is the ground. |
| Perceptual Constancy | Our tendency to perceive objects as the same, even though our senses tell us otherwise. |
| Monocular cues (requires only one eye) | Interposition Linear perspective Elevation Aerial perspective Texture gradient Motion parallax |
| Binocular cues (requires both eyes) | Convergence Retinal Disparity |
| Interposition | The King of Clubs appears closer because it’s blocking part of the other card. |
| Linear Perspective | Two parallel lines come together at the horizon |
| Elevation | Objects higher on the horizontal plane seem farther away |
| Aerial Perspective | Distant objects appear hazy or blurred, while close objects are clear. |
| Texture Gradient | Objects farther away appear to be smoother and less textured. Closer objects show more detail. |
Created by:
manava854
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