LCCC Psychology
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| 1879? | First year that psychology became a science
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| Structuralism | looking at specific atoms of the mind ( or structures)
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| Introspection | to self examine our emotional states and mental processes
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| William James | concentrated on how behavior functions and the role of behavior in allowing people to adapt to their environments
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| Gesalt Psychology | (Hermann Ebbinghaus and Max Wertheimer) focuses on the organization of perception and thinking in a "whole" sense rather than on the individual elements of perception
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| Law of Proximity | objects near each other tend to be grouped together
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| Law of Closure | objects grouped together are seen as a whole
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| Margaret Floy Washburn | First woman to receive a doctorate in psychology
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| Leta Stetter Hollingworth | One of the first psychologists to focus on child development and on women's issues
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| Mary Calkins | Studied memory, first female president of the american psychological association
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| Karen Horney | focused on the social and cultural factors behind personality
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| June Etta Downey | First woman to head a psychology department at a state university
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| Anna Freud | Notable contributions to the treatment of abnormal behavior
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| Mamie Phipps Clark | Pioneered work on how children of color grew to recognize racial differences
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| Neuroscience Perspective | considers how people and nonhumans function biologically
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| Psychodynamic perspective | (Sigmund Freud) behavior is motivated by unconscious inner forces over which the individual has little control
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| behavioral Perspective | (John B. Watson, B. F. Skinner, and Ivan Pablob) focuses on observable behavior that can be measured objectively
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| cognitive perspective (information processing) | focuses on how people think, understand, and know about the world
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| humanistic perspective | (Carl Rogers, and Abraham Maslow) Individuals naturally strive to grow, develop, and be in control of their lives and behavior
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| psychology | the scientific study of behavior (what we do) and mental processes (inner thoughts and feelings)
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| nature vs nurture | the controversy over the relative contributions of biology and experience
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| clinical psychologist | studies assesses, and treats troubled people with psychotherapy
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| psychiatrists | medical professionals who use treatments like drugs and psychotherapy to treat psychologically diseased patients
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| The scientific method | approach used by psychologists to systematically acquire knowledge and understanding about behavior and other phenomena of interest
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| diffusion of responsibility | greater the number of bystanders in an emergency situation, the smaller the share of the responsibility each person feels
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| descriptive research | designed to systematically investigate a person, group or pattern of behavior
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| naturalistic observation | observing subjects in natural environments
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| Case Study | A technique in which one person is studied in depth to reveal underlying behavioral principles. It can be more than one person in unique or unusual situations.
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| Correlational Studies | two sets of variables are examined to determine whether they are associated, or "correlated"
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| Variables | Behaviors, events, or other characteristics that can change, or vary, in some way
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| Positive Correlation | a high (low) value on X tends to be associated with a high (low) value on Y
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| Negative Correlation | a high value on X tends to be associated with a low value on Y
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| Correlation | when one trait or behavior accompanies another, we say the two correlate.
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| Correlation Coefficient | is a statistical measure of the relationship between two variables
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| Strengths of Correlation Method | 1) Maintains naturalness in observation, no artifical setting 2) Takes into account variables you cannot control 3) More economical in terms of time, effort, expense because conditions already exist.
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| Weaknesses of Correlation Method | 1) Cannot draw cause-effect statement from correaltion 2) Third variables or spurious relationship may exist.
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| Experiment | Investigating relationship between two or more variables by 1)changing one variable in a controlled situation 2)observing the effects of that change on other aspects of the situation
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| Operational Definition | all terms used in a descriptive statement must be defined by some observable measurement. Most basic component of research.
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| Controlled Observation | all variables in experiment are being systematically processed so that not more than one variable is changing at a given time
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| theory | an explanation that integrates principles and organizes and predicts behavior or events
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| hypothesis | a testable prediction, often prompted by a theory, to enable us to accept, reject or revise the theory
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| exploring cause and effect | Experimenters 1)Exert control 2)introduce variables 3)manipulate variables and 4)measure results in terms of a dependent variable
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| dependent variable | that which you are measuring ( usually a behavior or a mental process.
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| independent variable | a factor manipulated by the experimenter. The effect of the independent variable is the focus of the study
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| extraneous variables | conditions experimenters try to prevent from affecting experiment
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| population | group from which you draw your sample
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| sample | group chosen to represent the population
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| random sample | every person has equal chance of being chosen for the experiment
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| random assignment | Ss must be randomly assigned to group
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| control group | not exposed to the independent variable. provides a baseline
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| experimental group | exposed to the independent variable
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| significant outcome | meaningful results, make it possible for researchers to feel confident that they have confirmed their hypotheses
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| replicated research | research that is repeated
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| APA Ethical Guidelines | protect from physical and mental harm, participants' right to privacy regarding behavior, assurance that participation is voluntary, informing participants about procedures
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| Informed Consent | participates sign a document affirming that they know: the basic outlines of the study, what their participation will involve, the risks the experiment may hold, that their participation is purely voluntary, and they may terminate the study at any time
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| Experimental Bias | factors that distort the way the independent variable affects the dependent variable in an experiment
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| experimenter expectations | Experimenters unintentionally transmit cues to subjects about the way they are expected to behave in experimental condition: this affects outcome
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| participant expectations | tendency of subjects to behave in a way they think they should behave
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| neurons | the body's information system is built from billions of interconnected cells called: they are nerve cells, building blocks of our nervous system, have a nucleus which incorporates hereditary material, and they have cell membranes
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| cell body | life support center of the neuron
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| dendrites | recieve messages from other neurons and bring information toward the cell body
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| axon | long single extension of a neuron, covered with Myelin sheath. Takes information away from the cell body.
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| glial cells | hold neurons in place, provide nourishment, insulate, repair damage
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| myelin sheath | thin covering over the axon that helps speed up movement of message down the axon
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| terminal buttons | end of axon, sends messages to other neurons impulses
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| action potential | a brief electrical charge that travels down an axon and is generated by the movement of positively charged atoms in and out of channels in the axon's membrane.
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| how neurons fire | transmit an electrical impulse along the axon all-or-none law, resting state, action potential, mirror neurons
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| threshold | each neuron recieves excitatory and inhibitory signals from many neurons. When the excitatory signals minus the inhibitory signals exceed a minimum intensity(threshold) the neuron fires an action potential.
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| synapse | a junction between the axon tip of the sending neuron and the dendrite or cell body of the recieving neuron. This tiny gap is called the synaptic gap or cleft
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| neurotransmitters | neurotransmitters(chemicals) released from the sending neuron travel across the synapse and bind to receptor sites on the recieving neuron, thereby influencing it to generate an action potential.
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| excitatory messages | increase likelihood that neuron will fire
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| inhibitory messages | decrease likelihood that neuron will fire
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| reuptake | reabsorption by the terminal button (SSRIs)
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| Types of neurotransmitters | acetylcholine, gamma-amino butyric acid, dopamine, serotonin, and endorphins
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| acetylcholine | found at every junction between motor neuron and skeletal muscle; causes muscle to contract plays vital role in learning, memory, and muscle movement
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| dopamine | influences movement, learning, attention, and emotion
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| serotonin | involved with mood regulation, hunger, sleep, and arousal
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| endorphins | natural opiates released in response to pain and vigorous exercise
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| Nervous System | consists of all the nerve cells. It is the body's speedy, electrochemical communication system.
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| Central Nervous System (CNS) | the brain and spinal cord
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| Peripheral Nervous System (PNS) | the sensory and motor neurons that connect the central nervous system (CNS) to the rest of the body
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| Sympathetic Division | acts to prepare the body for action in stressful situations by engaging all of the organism's resources to run away or confront the threat "fight or flight"
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| Parasympathetic Division | calms the body after emergency ends
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| The Endocrine System | the body's "slow" chemical communication system. Communication is carried out by hormones synthesized by a set of glands.
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| Hormones | chemicals synthesized by the endocrine glands that are secreted in the bloodstream. hormones affect the brain and many other tissues in the body.
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| Pituitary Gland | the "master gland". The anterior pituitary lobe releases hormones that regulate other glands. The posterior lobe regulates water and salt balance.
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