BYU Professor Higley
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| Basic Research | research for the sake of gaining scientific knowledge; basic experiments using the scientific method.
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| Applied Research | Research aimed at answering real-world practical prob- lems. This could be like applying a psychological finding to marketing.
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| Clinical Research / Clinical Psychology | Area of psychology in which the psychologists diagnose and treat people with psychological disorders that may range from mild to severe. - Clinical studies may be blind/double-blind and use the placebo effect.
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| Psychiatrist vs. Psychologist: | Psychiatrists:
- are medical doctors
- can prescribe medications
- speializes in treatment
Psychologist:
- academic degree
- can have specielized training - can counsel, provide therapy
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| What is psychology? | The scientific study of behavior and mental processes.
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| Behavior | any outward overt action or reaction.
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| Mental Process | any internal, covert action and reaction.
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| What are the 4 goals of psychology? | Description (what's happening) Explanation (why is it happening)
Prediction (hypothesis)
Control (how could it be changed)
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| The Scientific Method | Observation, Hypothesis, Experiment, Data Collection, Conclusion, and Retest(system of gathering data so that bias and error in measurement are reduced.)
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| Why is psychology a science? | It uses the scientific method, uses empirical evidence to draw conclusions.
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| Independent Variable | What is changed in the experiment.
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| Dependent Variable | What is observed or recorded as a result of changing the independent variable.
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| Observer Bias | When observers tend to see what they expect to see.
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| Sample Bias | When the tested population doesn't accurately represent the overall population.
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| Response Bias | When the subject provides a response that does not relflect their true thoughts or feelings.
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| Double Blind Study | study in which neither the experimenter nor the subjects know if the subjects are in the experimental or control group.
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| Single Blind Study | study in which the SUBJECTS do not know if they are in the experimental or the control group.
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| Correlation v. Causation | Correlation DOESN'T IMPLY causation. One can- not be inferred from the other.
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| What is R-Value? | It is the correlation coefficient, the closer to 1, the stronger the correlation. If the line of best fit is positive in slope, R is positive. The opposite is true for a negative slope.
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| Case Study | Freud was famous for these, case studies involved 1 individual and analyzing them.
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| Naturalistic Observation / Observational Study | When a scientist watches a participant and records relevant behavior for later analysis.
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| Survey Study | Surveys are commonly used in psychology research to collect self-report data from study participants. A survey may focus on factual information about individuals, or it might aim to obtain the opinions of the survey takers.
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| Benefits of Animal Research | Test drugs such as vaccines on animals before human trials. Different animals can be selected for different experiments. For example, Apes could be used for a study of behavioral changes as a result of medications.
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| Drawbacks of Animal Research: | There is an ongoing debate whether the test treatments are justifiable in light of the human benefit. Scientists always have to weigh the costs to the benefits in research. Essentially, How far do you go?
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| Functionalism (William James) | early perspective in psychology associated with William James, in which the focus of study is how the mind allows people to adapt, live, work, and play.
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| Structuralism (Wilhelm Wundt, Edward Titchener) | Early perspective in psy- chology associated with Wilhelm Wundt and Edward Titchener, in which the focus of study is the structure or basic elements of the mind.
TOO SUBJECTIVE, NOT SCIENTIFIC
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| Gestalt Psychology (Max Wertheimer) | early perspective in psychology focus- ing on perception and sensation, particularly the perception of patterns and whole figures.
Example: dots form a circle, it is a circle.
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| Psychoanalysis (Sigmund Freud) | Freud's term for both the theory of per- sonality and the therapy based on it; an insight therapy based on the theory of Freud, emphasizing the revealing of unconscious conflicts.It focused on the battle between the UNCONSCIOUS and CONSCIOUS mind.
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| Behaviorism (Watson, Pavlov, Skinner) | The science of behavior that focus- es on observable behavior only.
Watson - believed all behavior is learned from the envirronment Pavlov - Classical Conditioning, Dogs and Salivation
Skinner - Operant Conditioning, food and reponse times correlated
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| What are the 7 Modern Perspectives of Psychology? | 1) Psychodynamic 2) Behavioral
3) Humanistic
4) Cognitive
5) Sociocultural
6) Biopsychological 7) Evolutionary
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| Psychodynamic Perspective (Sigmund Freud) | Modern version of psycho- analysis that is more focused on the development of a sense of self and the discovery of other motivations behind a person's behavior than sexual motivations.
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| Evolutionary Perspective (Charles Darwin) | Perspective that focuses on the biological bases of universal mental characteristics that all humans share.
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| Cognitive Perspective (Jean Piaget) | The study of mental processes such as "attention, language use, memory, perception, problem solving, creativity, and thinking".
Jean Piaget studied cognitive development in children.
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| Sociocultural Perspective - less emphais - (Triplett, Lewin, Allport) | Per- spective that focuses on the relationship between social behavior and culture.
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| Biopsychological Perspective (kinda Darwin) | looking at psycho- logical issues studying physical basis animal and human behavior. It is one of the major perspectives in psychology and involves such things as studying the brain,immune system, nervous system, and genetics.
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| Humanistic Perspective/Humanism (Abraham Maslow, Carl Rogers): | the "third force" in psychology that focuses on those aspects of personality that make people uniquely human, such as subjective feelings and FREEDOM OF CHOICE
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| Neuron v. Nerve | Neuron: the basic cell that makes up the nervous system and that receives and sends messages within that system.
Nerve: BUNDLES OF AXONS coated in myelin that travel together through the body.
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| Glial Cells | Cells that provide SUPPORT for the neurons to grow on and around, DELIVER NUTRIENTS to neurons, PRODUCE MYELIN to coat axons, CLEAN up waste products and dead neurons, influence information processing, and, during prenatal development, new neurons.
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| What is a neurotransmitter | Chemical found in the synaptic vesicles that, when released, has an effect on the next cell.
Examples: Acetylcholine, Serotonin, GABA.
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| Neurotransmitters that inhibit or STOP/SUP- PRESS a chemical signal in the synapse. | Examples: GABA, Endorphins
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| Excitatory neurotransmitter | Carry a chemical signal from neuron to neuron across the synapse. STIMULATE a response.
Examples: Glutamate, Acetylcholine
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| Acetylcholine (ACh) | Excitatory or inhibitory; involved in arousal, attention, memory, and controls muscle contractions.
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| Serotonin | Excitatory or inhibitory; involved in mood, sleep, and appetite
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| GABA (gamma-aminobutyric acid) | Major inhibitory neurotransmitter; in-
volved in sleep and inhibits movement
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| Glutamate | A major excitatory neurotransmitter; involved in memory, learning, and nervous system development.
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| Norepinephrine (NE) | Mainly excitatory; involved in arousal and mood
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| Dopamine (DA) | Excitatory or inhibitory; involved in control of movement and
sensations of pleasure
AKA THE PLEASURE CHEMICAL
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| Endorphins | Inhibitory; involved in pain relief (blocking signals).
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| SSRI (Selective Serotonin Reuptake Inhibitor) | Compensates for a lack of absorption by preventing reuptake of the neurotransmitter, regulates chemicals to normal levels within the synapse.
Examples: Prozac, Zoloft
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| Benzodiazepine | Affects the GABA neurotransmitter, cause drowsiness, used to treat anxiety.
Examples: Alcohol, Xanax
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| Antipsychotics | Affect the dopamine neurotransmitter, inhibitory (IN THIS CASE), used to treat schizophrenia and other mental disorders.
Examples: Abilify, Zyprexa
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| Neurotransmitter v. Neuromodulator | Neurotransmitter: nervous system Neuromodulator: Bloodstream
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| Parts of the Action Potential | 1) Resting (-70mV)
2)Stimulus (increase past -55mV)
3) Depolarization (Na+ ions in)
4) Repolarization (K+ ions out)
5) Hyperpolarization (overshoot) 6) Resting (-70mV)
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| Reuptake | Process by which neurotransmitters are taken back into the synap- tic vesicles.
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| Parietal Lobe Function | Contains the centers for touch, taste, and tempera- ture sensations.
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| Temporal Lobe Function | Contains the neurons responsible for the sense of hearing and meaningful speech
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| Frontal Lobe Function | Responsible for higher mental processes and deci- sion making as well as the production of fluent speech.
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| Occipital Lobe Function | Contains the visual centers of the brain.
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| Meninges | 3 layers of specialized membranes surrounding the brain and spinal cord.
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| Motor v. Somatosensory Cortex | Motor: controls motor fucntions (easy)
Somatosensory: receives info about touch and body position.
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| Corpus Callosum | Thick band of neurons that connects the right and left cerebral hemispheres.
If severed, communication between the two hemispheres is hindered (if one eye is covered, your vision goes dark).
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| Thalamus | Relays sensory information from the lower part of the brain to the proper areas of the cortex and processes some sensory information before sending it to its proper area.
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| Cerebral Cortex | Where information processing occurs.
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| Amygdala | Responsible for fear responses and memory of fear.
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| Hippocampus | Curved structure located within each temporal lobe, responsi- ble for the formation of long-term memories and the storage of memory for location of objects.HM had these removed.
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| Medulla | The first large swelling at the top of the spinal cord, forming the lowest part of the brain, which is responsible for life-sustaining functions such as breathing, swallowing, and heart rate.
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| Cerebellum | Part of the lower brain located behind the pons that controls and coordinates involuntary, rapid, fine motor movement. Also controls balance.
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| Pons | The larger swelling above the medulla that connects the top of the brain to the bottom and that plays a part in sleep, dreaming, left-right body coordination, and arousal.
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| Reticular Formation | An area of neurons running through the middle of the medulla and the pons and slightly beyond that is responsible for general attention, alertness, and arousal.
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| Nucleus Accumens | The Pleasure Center, regulates dopamine levels
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| DBS (Deep Brain Stimulation) | Utilizes electrodes surgically implanted in the brain and a battery-powered neurostimulator surgically implanted in the chest. Used to treat movement disorders like Parkinsons
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| rTMS (Repetitive Transcranial Magnetic Stimulation): | The application of repeated pulses of magnetic energy to the brain; used to stimulate or suppress brain activity
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| CT (computerized tomography) | Computer enhanced x-ray of brain structure 75. MRI (Magnetic Resonance Imaging): Used for diagnosing diseases in the
CNS (brain and spinal cord)
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| EEG (electroencephalogram) | An amplified recording of the waves of electri- cal activity that sweep across the brain's surface. These waves are measured by electrodes placed on the scalp.
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| PET scan (positron emission tomography) | A visual display of brain activity that detects where a radioactive form of glucose goes while the brain performs a given task
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| SPECT scan | Scans radioactive substance to measure blood flow in the brain, helps to measure more and less active areas of the brain.
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| fMRI (functional MRI) | A technique for revealing bloodflow and, therefore, brain activity by comparing successive MRI scans. fMRI scans show brain function.
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| Genetics and Environmental Factors | They both affect behavior.
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| Concussion Symptoms | Brain bleeds that can cause loss of memory, vision, balance. MOST DANGEROUS is a shearing of the axons.
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| What is happening in the neurons when someone has Multiple Sclerosis (MS) | The myelin sheath around their nerves degenerates.
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| Learning | A relatively permanent change in behavior brought about by expe- rience or practice.
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| Habituation | Tendency of the brain to stop attending to constant, unchanging information.
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| Classical Conditioning | Learning to elicit an involuntary response to a stim- ulus other than the original, natural stimulus that normally produces the response.
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| Unconditioned Stimulus | A naturally occurring stimulus that leads to an involuntary response.
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| Unconditioned Response | An involuntary response to a naturally occurring or unconditioned stimulus.
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| Conditioned Stimulus | Stimulus that becomes able to produce a learned response by being paired with the original unconditioned stimulus.
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| Conditioned Response | learned response to a conditioned stimulus.
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| Conditioned Emotional Response | Emotional response that has become classically conditioned to occur to learned stimuli, such as a fear of dogs or the emotional reaction that occurs when seeing an attractive person.
Example: Little Albert
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| Operant Conditioning | The learning of voluntary behavior through the effects of pleasant and unpleasant consequences to responses.
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| Extinction | The disappearance or weakening of a learned response following the removal or absence of the unconditioned stimulus (in classical conditioning) or the removal of a reinforcer (in operant conditioning).
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| Generalization | The tendency to respond to a stimulus that is only similar to the original conditioned stimulus with the conditioned response.
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| Spontaneous Recovery | The reappearance of a learned response after ex- tinction has occurred.
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| Discriminative Stimulus | Any stimulus, such as a stop sign or a doorknob, that provides the organism with a cue for making a certain response in order to obtain reinforcement.
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| Primary Reinforcer | Any reinforcer that is naturally reinforcing by meeting a basic biological need, such as hunger, thirst, or touch.
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| Secondary Reinforcer | any reinforcer that becomes reinforcing after being paired with a primary reinforcer, such as praise, tokens, or gold stars.
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| Biological Preparedness | People and animals are inherently inclined to form associations between certain stimuli and responses.
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| Cognitive Learning Theory (Piaget, George Miller): | an approach to the study of learning that focuses on the thought processes that underlie learning.
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| Observational Learning Theory (Bandura) | Observational learning is a major component of Bandura's social learning theory. He also emphasized that four conditions were necessary in any form of observing and modeling behavior: ATTENTION, RETENTION, REPRODUCTION, and MOTIVATION.
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