PSYCH 101 (midterm)
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| show | the science of behavior and mental processes
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| major contributing theories of psychology | show 🗑
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| show | counseling, developmental, educational, experimental, forensic, health, industrial-organizational (I/0), neuro, psychometric and quantitative, rehabilitation, school, social, and sport
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| structuralism | show 🗑
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| show | * established the first psychology laboratory in Germany
* identify structures of the mind
- hands have most sensory receptors
-research described dimensions of feeling
-methodology: introspection (he was trying to figure out what you were feeling.
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| show | early school of thought promoted by James and influenced by Darwin; explored how mental and behavioral processes function - how they enable the organism to adapt, survive, and flourish.
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| show | * legendary teacher-writer authored a 1890 psychology text.
* identify the functions of the mind
- not what your feeling, why you are
*focused on interactions w/ enviro
* adaptive significance "why"
* flow of thought (process of decision)
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| Psychoanalytic | show 🗑
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| show | * therapy
* catharsis: talking about problems -> makes you feel better
* unconscious process ( ex: hot vs cold coffee (warm=kind people, cold= stand offish people)
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| show | type of learning in which one learns to link two or more stimuli and anticipate events
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| show | type of learning in which behavior is strengthened if followed by reinforcer or diminished if followed by a punisher
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| show | THE DEVIL.
* conditioning research (little Albert experiment: white rabbit/rat/steel beam)
* championed psychology as the science of behavior
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| Evolutionary Psychology | show 🗑
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| Charles Darwin | show 🗑
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| show | the principle that among the range of inherited trait variations, those contributing to reproduction and survival will most likely be passed on to succeeding generations
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| show | the view that psychology 1) should be an objective science that 2) studies behavior without reference to mental processes. Most research psychologists today agree with 1) but not with 2).
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| show | * leading behaviorist, rejected introspection and studied how consequences shape behavior
* focuses on what is observable
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| show | * historically significant perspective that emphasized the growth potential of healthy people
* emphasis on positive qualities of people
* humans have possibility for growth
* freedom to choose own destiny
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| show | * drew attention to ways that current environmental influences can nurture or limit our growth potential
* importance of having our needs for love and acceptance satisfied
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| show | the scientific study of human functioning, with the goals of discovering and promoting strengths and virtues that help individuals and communities to thrive.
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| show | a statement of the procedures (operations) used to define research variables. For example, human intelligence may be operationally defined as "what an intelligence test measures"
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| show | action or process of observing something or someone carefully in order to gain information
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| Case Study | show 🗑
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| show | a technique for ascertaining the self-reported attitudes of behaviors of a particular group, usually by questioning a representative, random sample of the group
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| show | observing and recording behavior in naturally occurring situations without trying to manipulate and control the situation
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| Correlation | show 🗑
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| show | the phenomenon of perceiving a relationship between variables (typically people, events, or behaviors) even when no such relationship exists
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| Experiment | show 🗑
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| Cause and effect | show 🗑
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| show | the experimental factor that is manipulated; the variable whose effect is being studied
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| show | the outcome factor; the variable that may change in response to manipulations of the independent variable
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| Statistics | show 🗑
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| Mean | show 🗑
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| show | the middle score in a distribution; half the scores are above it and half are below it
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| Mode | show 🗑
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| show | a type of learning in which one learns to link two or more stimuli and anticipate events (Pavlov w/ the dog, bell and food)
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| Operant Conditioning | show 🗑
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| show | principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely
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| show | * insisted that external influences (not internal thoughts and feelings) shape behavior
* urged people to use operant principles to influence others' behavior (said use rewards to evoke more desirable behavior)
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| Positive Reinforcement | show 🗑
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| Negative Reinforcement | show 🗑
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| show | fixed ratio, variable ratio, fixed interval, variable interval, continuous reinforcement
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| show | reinforcement follows a set # of behaviors (every 5 papers graded, reward)
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| show | reinforcement follows an unpredictable # of behaviors (skittle for every 5 papers then 7, then 2 etc..)
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| show | reinforcement follows behavior that occurs after a set amount of time (after this many hours you get paid x)
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| variable interval | show 🗑
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| continuous reinforcement | show 🗑
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| show | * behavior followed by aversive consequence
* aversive (unpleasant) stimulus is "added"
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| Negative Punishment | show 🗑
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| show | using operant conditioning principles to change human behavior
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| show | encoding, storage and retrieval
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| show | the processing of information into the memory system (where you place info)
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| show | the retention of encoded information over time (how info is held)
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| Retrieval | show 🗑
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| show | the sciences concerned with gathering, manipulating, storing, retrieving, and classifying recorded information
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| Sensory Memory Store | show 🗑
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| Long-term Memory | show 🗑
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| Automatic processing | show 🗑
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| Effortful processing | show 🗑
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| Rehearsal | show 🗑
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| show | the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice
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| Serial position effect | show 🗑
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| Elaboration | show 🗑
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| show | visual image: a mental image that is similar to a visual perception
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| show | info that tells us where to go (tells which "filling cabinet" to open)
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| show | associations attached were not helpful to remember (misplaced content)
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| show | if you don't use it you lose it ( caused by age, diseases, etc..)
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| show | This curve shows how information is lost over time when there is no attempt to retain it
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| show | * interference
- proactive: old info interferes with new info
- retroactive: new info interferes with old info
* motivated forgetting
-repression
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| Prenatal Development (conception) | show 🗑
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| show | * sex organs develop
* fetus is fully shaped by 12th week
* age of viability (living independently w/o mother) about 22 weeks
* finishing touches = weight
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| Teratogens | show 🗑
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| show | * reflexes
- grasping, sucking, stepping and startle
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| show | - brain: myelination continues after birth, visual pathways start to develop (6 months), auditory pathways (4-5 years), dramatic increase in synaptic connections
-motor: coordination
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| show | * sensorimotor: birth-2 years
- understanding through sensory experiences and physical actions
- infant progress from reflexive, instinctual actions at birth to symbolic thought
- object permanence
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| Infancy and Childhood (Cognitive Development- preoperational) | show 🗑
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| Infancy and Childhood (Cognitive Development- concrete operational) | show 🗑
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| show | * autonomy vs. shame/doubt (1.5-3 yrs)
* initiative vs. guilt (3-5 yrs)
* industry vs. inferiority (6- puberty)
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| Attachment | show 🗑
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| show | uninvolved, permissive, authoritarian, authoritative
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| Uninvolved Parent | show 🗑
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| show | highly supportive but makes few rules and trusts rather than monitors
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| show | sets many rules and closely monitors but offers little support
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| show | * highly supportive and closely monitors and sets rules
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| show | * primary (baby making material) and secondary (lower voice, facial hair) sex characteristics
* time of firsts
- menarche (1st menstrual cycle)
- spermenarche (1st ejaculatory substance w/ semen)
* myelin at its best
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| Adolescence (Cognitive Development) | show 🗑
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| show | * identity vs. identity confusion (constantly evolving)
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| show | * identity achievement
* Identity foreclosure
* identity moratorium
* identity diffusion
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| show | * early adulthood: reach peak of physical development
* middle adulthood: most lose height & gain weight and menopause for women
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| Adulthood (Cognitive Development) | show 🗑
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| show | * intimacy vs. isolation
* generatively vs. stagnation
* love
* midlife crisis (DOES NOT EXIST)
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