Chapter 1
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| Behavioral Approach | Human behavior is determined by what a person has learned primarily through rewards and punishments
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| Cognitive Approach | How the brain take in and processes info, creates perceptions, makes and retrieves memories and generates patters of action.
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| Humanistic Approach | Behavior controlled by the decisions people make about their lives based on their perceptions of the world.
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| Psychology | scientific study of behavior and the mind (mental processes)
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| Role of Research | Scientific method= gather evidence, perform experiments, analyze results, draw conclusions, and apply findings.
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| British Empiricism | philosophers believed that all ideas and knowledge are gained through senses. Observation was more valid to knowledge than reason.
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| Psychophysics | understanding vision and other senses
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| Evolutionary Approach | inherited and adapted aspects of behavior and mental processes
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| Wilhelm Wundt | Focused on identifying the building blocks of consciousness and looking within.
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| Edward Titchener | Used building blocks toward the consciousness and studied the structure of it. (structuralism)
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| Gestalt Psychologists | described the organization of consciousness and principles of perceptual organization. argued against structuralism= the whole is greater than the sum of its parts.
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| Sigmund Freud | explain personality and behavior through psychological processes. Importance of childhood in development of personality. Consciousness and unconscious components of the mind.
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| William James | Studied how the conscious mind allows and organism to survive and adapt to the environment, influenced by Charles Darwin (functionalism)
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| John B. Watson | Study only observable behavior, the mind can't be observed (science)
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| B.F. Skinner | Radical behaviorism meant that all organismic action is determined and not free.
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| Biological Approach | Behavior and mental processes are largely shaped by biological processes= nervous system, hormones, and other chemicals
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| Psychodynamic Approach | interplay of unconscious mental processes in determining human thought, feeling and behavior
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| Critical Thinking | process of assessing claims and making judgements on the basis of well-supported evidence.
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| Hypothesis | a specific testable prediction about some phenomenon
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| Theory | Set of formal statements that explains how and why certain events are related to each other
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| A Good Theory | organizes info in a meaningful way, testable and generates new hypothesis, supported by research, simple is better (Law of Parsimony)
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| Variable | any characteristic or factor that you can vary
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| Operational Variable | Defines a variable in terms of the specific procedures used to produce or measure the variable
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| Data | usually numbers that represent facts used as a basis for reasoning, reaching conclusions, and analysis.
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| Participants | are organisms whose behavior is systematically observed in a study.
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| Naturalistic Observation | observation in normal environments
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| Advantage to Naturalistic Observation | Large amounts of uncontaminated descriptive data about behavior
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| Disadvantage of Naturalistic Observation | observer bias, participant self-consciousness, may not see any interesting behavior
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| Case Study | intensive examination of specific interesting person/situation
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| Advantage Case Study | provides detailed descriptive analysis
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| Disadvantage Case Study | may not represent the phenomena
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| Surveys | a set of questions put to a number of participants about their beliefs, attitudes, preferences, or activities
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| Use of Surveys | Gathering descriptive data, learning about opinions
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| Disadvantage of Surveys | sampling errors, poorly phrased questions, self-report measure
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| Correlational Study | Two variables that impact each other
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| Positive correlation | as one variable gets high so does the other
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| Negative correlation | as one variable gets high the other gets low
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| Strength of Correlation | Study variables that cannot be manipulated
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| Weakness of Correlation | does not imply causation
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| Experimental Design | manipulation of one variable under controlled conditions so that resulting changes in another variable can be observed identifying a causal relationship
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| Independent Variable | The factor that is manipulated or controlled by the experimenter
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| Dependent Variable | The factor that is measured and may be influenced by independent variable
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| Confound | A factor that independently influences the dependent variable making it hard to understand how the IV effects the DV
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| Control Group | The group that is not exposed to the treatment or receives a zero-level of the IV
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| Experiment Group | The group that receives treatment or an active level of IV
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| Random Assignment | Participants that are randomly chosen to be manipulated by the IV
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| Quasi- Experiment | The participants are not randomly assigned to conditions of the manipulated variable
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| Placebo Effect | People receive treatment they show a change in behavior because of their expectations, not because of the treatment itself.
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| Experimenter Expectancy | the subtle and unintentional ways researchers influence their participants to respond in a certain manner that is consistent with their hypothesis
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| Double-Blind | Participant and experimenter are kept blind as to which experimental condition the participant is in
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| Mean | Average of a set of scores
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| Median | The point that divides a distribution of scores in half from the lowest to highest
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| Mode | the most frequent score in a distribution
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| Range | The highest value minus the lowest value
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| Descriptive Stats | Describe or summarize the main characteristics of the sample
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| Inferential Stats | Help us decide if characteristics seen in our sample reflect true differences or are simply due to chance variation
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| Statistical Significance | Indicates whether a measured relationship is due to chance or not. No more than 5% occurring by chance.
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| Ethics | Informed consent, avoid unnecessary risk to participant, avoid deception unless necessary, debriefing.
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| Standard Deviation | a measure of variability that is the average difference between each score and the mean of the data set.
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| Statistical Validity | The degree to which evidence from a test or other research method measures what it is supposed to measure.
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| Statistical Reliability | The degree to which test results or other research evidence occurs repeatedly
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| Individualist | separate from others, self-defined, success comes from personal effort, personal traits
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| Collectivist | Connected to others, Defined by others, ability to restrain the self and be part of social, success is due to others, family work group
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