PSYCH 101 (midterm)
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
---|---|---|---|---|---|
psychology | show 🗑
|
||||
major contributing theories of psychology | show 🗑
|
||||
show | counseling, developmental, educational, experimental, forensic, health, industrial-organizational (I/0), neuro, psychometric and quantitative, rehabilitation, school, social, and sport
🗑
|
||||
structuralism | show 🗑
|
||||
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.
🗑
|
||||
Functionalism | show 🗑
|
||||
William James | show 🗑
|
||||
show | 1) Sigmund Freud's theory of personality that attributes thoughts and actions to unconscious motives and conflicts. 2) Freud's therapeutic technique used in treating psychological disorders. (patients gain insight from their lives; dreams, resistances..)
🗑
|
||||
Freud | show 🗑
|
||||
Classical Conditioning | show 🗑
|
||||
Operant Conditioning | show 🗑
|
||||
show | THE DEVIL.
* conditioning research (little Albert experiment: white rabbit/rat/steel beam)
* championed psychology as the science of behavior
🗑
|
||||
Evolutionary Psychology | show 🗑
|
||||
show | * proposed a theory of evolution
* did tests and experiments to see how behaviors evolved in people
🗑
|
||||
Natural Selection | show 🗑
|
||||
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).
🗑
|
||||
Skinner | show 🗑
|
||||
Humanistic Psychology | show 🗑
|
||||
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
🗑
|
||||
show | the scientific study of human functioning, with the goals of discovering and promoting strengths and virtues that help individuals and communities to thrive.
🗑
|
||||
operational definition | show 🗑
|
||||
show | action or process of observing something or someone carefully in order to gain information
🗑
|
||||
show | an observation technique in which one person is studied in depth in the hope of revealing universal principles
🗑
|
||||
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
🗑
|
||||
Naturalistic observation | show 🗑
|
||||
Correlation | show 🗑
|
||||
Illusory correlation | show 🗑
|
||||
Experiment | show 🗑
|
||||
Cause and effect | show 🗑
|
||||
Independent variables | show 🗑
|
||||
show | the outcome factor; the variable that may change in response to manipulations of the independent variable
🗑
|
||||
Statistics | show 🗑
|
||||
show | the arithmetic average of a distribution, obtained by adding the scores and then dividing by the number of scores
🗑
|
||||
Median | show 🗑
|
||||
Mode | show 🗑
|
||||
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)
🗑
|
||||
Operant Conditioning | show 🗑
|
||||
show | principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely
🗑
|
||||
B.F. Skinner | show 🗑
|
||||
show | increasing behaviors by presenting positive reinforcer. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response
🗑
|
||||
show | increasing behaviors by stopping or reducing negative stimuli. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response
🗑
|
||||
Schedules of Reinforcement | show 🗑
|
||||
show | reinforcement follows a set # of behaviors (every 5 papers graded, reward)
🗑
|
||||
variable ratio | show 🗑
|
||||
show | reinforcement follows behavior that occurs after a set amount of time (after this many hours you get paid x)
🗑
|
||||
show | reinforcement follows behavior that occurs after an unpredictable amount of time (lottery)
🗑
|
||||
continuous reinforcement | show 🗑
|
||||
Positive Punishment | show 🗑
|
||||
show | * behavior followed by aversive consequence
* rewarding stimulus is "removed"
🗑
|
||||
Behavior Modification Programs | show 🗑
|
||||
show | encoding, storage and retrieval
🗑
|
||||
show | the processing of information into the memory system (where you place info)
🗑
|
||||
show | the retention of encoded information over time (how info is held)
🗑
|
||||
show | the process of getting information out of the memory storage (get info out)
🗑
|
||||
show | the sciences concerned with gathering, manipulating, storing, retrieving, and classifying recorded information
🗑
|
||||
show | * function: hold info long enough to be processed
* capacity: large
* duration: .3 sec visual/ 3-4 sec audio
* automatically: can't choose not to use it
* divided into iconic and echoic memory
* requires attention to transfer info to working memory
🗑
|
||||
Long-term Memory | show 🗑
|
||||
show | unconscious encoding of incidental information, such as space, time and frequency and of well-learned information, such as word meanings
🗑
|
||||
show | encoding that requires attention and conscious effort
🗑
|
||||
Rehearsal | show 🗑
|
||||
show | the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice
🗑
|
||||
show | our tendency to recall best the last and first items on a list
🗑
|
||||
Elaboration | show 🗑
|
||||
show | visual image: a mental image that is similar to a visual perception
🗑
|
||||
show | info that tells us where to go (tells which "filling cabinet" to open)
🗑
|
||||
Encoding Failure | show 🗑
|
||||
show | if you don't use it you lose it ( caused by age, diseases, etc..)
🗑
|
||||
show | This curve shows how information is lost over time when there is no attempt to retain it
🗑
|
||||
Retrieval Failure | show 🗑
|
||||
show | *signs of fertility
-temperature
o basal body temp. :body temp before we move
o ovulation temp: temp goes up
-discharge
-cervix
🗑
|
||||
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
🗑
|
||||
Teratogens | show 🗑
|
||||
Newborns | show 🗑
|
||||
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
🗑
|
||||
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
🗑
|
||||
Infancy and Childhood (Cognitive Development- preoperational) | show 🗑
|
||||
Infancy and Childhood (Cognitive Development- concrete operational) | show 🗑
|
||||
Infancy and Childhood (Social Development) | show 🗑
|
||||
Attachment | show 🗑
|
||||
show | uninvolved, permissive, authoritarian, authoritative
🗑
|
||||
show | sets few rules doesn't monitor and offers little active support
🗑
|
||||
Permissive Parent | show 🗑
|
||||
Authoritarian Parent | show 🗑
|
||||
show | * highly supportive and closely monitors and sets rules
🗑
|
||||
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
🗑
|
||||
Adolescence (Cognitive Development) | show 🗑
|
||||
Adolescence (Social Development) | show 🗑
|
||||
show | * identity achievement
* Identity foreclosure
* identity moratorium
* identity diffusion
🗑
|
||||
Adulthood (Physical Development) | show 🗑
|
||||
Adulthood (Cognitive Development) | show 🗑
|
||||
show | * intimacy vs. isolation
* generatively vs. stagnation
* love
* midlife crisis (DOES NOT EXIST)
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
100001344502812
Popular Psychology sets