• Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

Card Range To Study

through

image

Play button

image

Play button

image

Progress

1/76

Click to flip

Use LEFT and RIGHT arrow keys to navigate between flashcards;

Use UP and DOWN arrow keys to flip the card;

H to show hint;

A reads text to speech;

76 Cards in this Set

  • Front
  • Back
Aronson, E., Linder, D.
Proposed gain-loss principle (an evaluation that changes will have more effect than evaluation that remains constant)
Asch, S.
Studied conformity by asking subjects to compare the lengths of lines
Bem, D.
Developed self-perception theory as an alternative to cognitive dissonance theory
Clark, K., Clark, M.
Performed study on doll preferences in African American children; the results were used in the 1954 Brown v. the Topeka Board of Education Supreme Court case
Darley, J., Latane, B.
Proposed that there were two factors that could lead to non-helping; social influence and diffusion of responsibility
Eagly, A.
Suggested that gender differences in conformity were not due to gender, per se, but to differing social roles
Festinger, L.
Developed cognitive dissonance theory; also developed social comparison theory
Hall, E.
Studied norms for interpersonal distance in interpersonal interactions
Heider, F.
Developed balance theory to explain why attitudes change; also developed attribution theory and divided attributions into two categories: dispositional and situational
Hovland, C.
Studied attitude change
Janis, I.
Developed the concept of groupthink to explain how group decision making can sometimes go awry
Lerner, M.
Proposed concept of belief in a just world
Lewin
PDivided leadership styles into three categories: autocratic, democratic, and laissez-faire
McGuire
Studied how psychological inoculation could help people resist persuasion
Milgrim, S.
Studied obedience by asking subjects to administer electroshock; also proposed stimulus-overload theory explain difference between city and country dwellers
Newcomb, T.
Studied political norms
Petty, R., Cacioppo, J.
Developed elaboration likelihood model of persuasion (central and peripheral routes to persuasion)
Schachter, S.
Studied relationship between anxiety and the need for affiliation
Sherif, M.
Used autokinetic effect to study conformity; also performed Robber's Cave experiment and found that having superordinate goals increased intergroup cooperation
Zajonc, R.
Studied the mere exposure effect; also resolved problems with the social facilitation effect by suggesting that the presence of others enhances the emission of dominant responses and impairs the emission of nondominant responses
Zimbardo, P.
Performed prison simulation and used concept of deindividuation to explain results
Ainsworth, M.
Devised the "strange situation" to study attachment
Baumrind, D.
Studied the relationship between parental style and aggression
Bowlby, J.
Studied attachment in human children
Chomsky, N.
Linguist who suggested that children have an innate capacity for language acquisition
Erikson, E.
Outlined eight stages of psychosocial development covering the entire lifespan
Freud, S.
Outlined five stages of psychosexual development; stressed the importance of the Oedipal conflict in psychosexual development
Gesell, A.
Believed that development was due primarily to maturation
Gilligan, C.
Suggested that males and females have different orientations toward morality
Hall, G.
the founder of developmental psychology
Harlow, H.
Used monkeys and "surrogate mothers" to study the role of contact comfort in bond formation
Kohlberg, L.
Studied moral development using moral dilemmas
Locke, J.
British philosopher who suggested that infants had no predetermined tendencies, that they were blank slates to be written on by experience
Lorenz, K.
Studied imprinting in birds
Piaget, J.
Outlined four stages of cognitive development
Rousseau, J.
French philosopher who suggested that development could unfold without help from society
Terman, L.
Performed longitudinal study on gifted children
Tryon, R.
Studied the genetic basis of maze-running ability in rats
Vygotsky, L.
Studied cognitive development; stressed the importance of the zone of proximal development
Adler, A.
Psychodynamic theorist best known for the concept of inferiority complex
Allport, G.
Trait theorist known for the concept of functional autonomy; also distinguished between idiographic and nomothetic approaches to personality
Bandura, A.
Behaviorist theorist known for his social learning theory; did modeling experiment using punching bag ("Bobo" doll)
Bem, S.
Suggested that masculinity and femininity were to separate dimensions; also linked with concept of androgyny
Cattell, R.
Trait theorist who used factory analysis to study personality
Dollard, J. and Miller, N.
Behaviorist theorists who attempted to study psychoanalytic concepts within a behaviorist framework; also known for their work on approach-avoidance conflicts
Erikson, E.
Ego psychologist whose psychosocial stages of development encompass entire lifespan
Eysenck, H.
Trait theorist who proposed two main dimensions on which human personalities differ: introversion-extroversion and emotional stability-neuroticism
Freud, A.
Founder of ego psychology
Freud, S.
Originator of the psychodynamic approach to personality
Horney, K.
Psychodynamic theorist who suggested there were three ways to relate to others: moving toward, moving against, and moving away from
Jung, C.
Psychodynamic theorist who broke with Freud over the concept of libido; suggested that the unconscious could be divided into the personal unconscious and the collective unconscious , with archetypes being in the collective unconscious
Kelly, G.
Based personality theory on the notion of "individual as scientist"
Kernberg, O.
Object-relations theorist
Klein, M.
Object-relations theorist
Lewin, K.
Phenomenological personality theorist who developed field theory
Mahler
Object-relations theorist
Maslow, A.
Phenomenological personality theorist known for developing a hierarchy of needs and for the concept of self-actualization
McClelland, D.
Studied need for achievement (nAch)
Mischel, W.
Critic of trait theories of personality
Rogers, C.
Phenomenological personality theorist
Rotter, J.
Studied locus of control
Sheldon, W.
Attempted to relate somatotype (body type) to personality type
Skinner, B. F.
Behaviorist
Winnicott, D. W.
Object-relations theorist
Witkin, H.
Studied field-dependence and field-independence using the rod and frame test
Beck, A.
Cognitive behavior therapist known for his therapy for depression
Bleuler, E.
Coined the term schizophrenia
Dix, D.
19th century American advocate of asylum reform
Ellis, A.
Cognitive behavior therapist known for his rational-emotive therapy (RET)
Freud, S.
Developed psychoanalysis
Kraepelin, E.
Developed system in 19th century for classifying mental disorders; DSM-IV can be considered to be a descendant of this system
Pinel, P.
Reformed French asylums in late 18th century
Rogers, C.
Developed client-centered therapy, a therapy that was based upon the concept of unconditional positive regard
Rosenhan, D.
Investigated the effect of being labeled mentally ill by having pseudopatients admitted into mental hospitals
Seligman, M.
Formulated learned helplessness theory of depression
Szasz, T.
Suggested that most of the mental disorders treated by clinicians are not really mental disorders; wrote 'The Myth of Mental Illness'