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143 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Wilhelm Wundt |
First Scientific Laboratory |
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Francis Bacon |
Created Scientific Method |
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Biological Approach |
Personality is linked to genetics |
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Behavioral Approach |
Study and Observe behavior - blank slate |
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Humanistic |
All people are inherently good |
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Cognitive Approach |
How the mind learns and thinks |
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Structuralism |
Classification of the mind's structures |
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Psychoanalytical |
Actions are based on unconscious motivation |
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Functionalism |
William James - the "how" part of behavior |
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Nature vs. Nurture |
Whether or not biology plays a part in personality |
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Variable |
A changing part of the person |
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Constant |
A variable that always stays the same |
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Dependent Variable |
The variable the experiment is trying to get information about |
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Independent Variable |
The variables that the experimenter controls |
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Correlation Research |
How much one variable changes in relation to each other |
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Clinical Psychologist |
Doctoral degree in Psychology, cannot prescribe medicine |
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Psychiatrist |
A medical doctor with a degree in Psychotherapy, can prescribe drugs |
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Ethics |
Principals and standards of behavior including morals |
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Autonomic Nervous System |
Involuntary system |
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Hypothalamus |
Part of the endocrine system |
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Parasympathetic Nervous Systen |
Calming part of the system |
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Sympathetic Nervous System |
Arousing part of the system |
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Hippocampus |
Stores memories |
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Limbic System |
Memory and emotion center |
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Cerebral Cortex |
Most developed and largest part of the brain |
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Occipital Lobe |
Vision |
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Temporal Lobe |
Hearing |
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Frontal Lobe |
Voluntary muscles and intelligence |
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Parietal Lobe |
Body Sensations |
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Pons |
Control breathing and heart rate |
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Cerebrum |
The two large halves of the brain |
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Cerebellum |
Coordinates all movements and muscles |
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Brain Stem |
Sends commands to all other parts of the body |
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Thalamus |
Main relay station for sensory signals |
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Hypothalamus |
Regulates internal temperature |
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Gregor Mendel |
Father of genetics |
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Cloning |
Reproduction done with just the somatic cell |
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Somatic Cell |
A full set of chromosomes |
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Zygote |
First part of a human |
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Gametes |
Reproductive cells (eggs and sperm) |
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Vestibular Sense |
Balance and body movement |
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Absolute Threshold |
How much sensation one has to have to feel something |
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Sclera |
White part of the eye |
Holds its shape |
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Iris |
Colored part of the eye |
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Pupil |
Part of the eye that is black, opens and closes to let in light |
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Cornea |
A clear membrane that protects the eye |
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Lens |
Transparent and located in front of the eye |
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Retina |
Back of the eyes. Contains rods and cones. |
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Cones |
Use to view color |
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Noise |
Irrelevant stimuli that competes for attention |
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Frequency |
The number of full wavelengths that pass through a point in a given amount of time |
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Pitch |
Ear's interpretation of a sound's frequency |
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Amplitude |
Amount of pressure produced by a sound wave and is measured in decibels |
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Loudness |
A sound wave's amplitude |
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Timbre |
The perceptual quality of sound |
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Outer Ear |
Includes pinna and external auditory canal |
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Middle Ear |
Eardrum, Anvil, Stirrup |
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Cochlea |
A fluid filled structure in the inner ear that looks like a snail |
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Organ of Corti |
A part of the ear inside the cochlea |
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Gestalt Psychology |
People organize their perceptions by patterns |
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Depth Perception |
Makes people see objects in three dimensions |
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Visual Cliff |
Proof that babies have depth perception |
Baby on one side of a glass table and mother calling out to baby on the other side, the baby refused to go because it believes it will fall. |
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Erik Erickson |
Psychoanalyst |
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Most important thing to Erikson |
Development of trust |
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Trust vs. Mistrust |
Infant |
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Autonomy vs. Shame and Doubt |
Toddler |
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Initiative vs. Guilt |
Preschooler |
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Industry vs. Inferiority |
School-Age |
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Identity vs. Role Confusion |
Adolescent |
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Intimacy vs. Isolation |
Young Adult |
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Generativity vs. Stagnation |
Middle-Age Adult |
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Ego Integrity vs. Despair |
Old age |
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Jean Piaget |
Cognitive theorist |
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Accommodation |
The difference made to one's mind or concepts by the process of assimilation |
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Classification |
The ability to group objects together on a basis of common features |
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Class Inclusion |
The understanding of more advanced than simple classification, that some classes or sets of objects are also sub-sets of a larger class |
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Conservation |
The realization that objects or sets of objects stay the same even when they are changed about or made to look different |
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Developmental Norm |
A statistical measure of typical scores for categories of information |
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Egocentrism |
The belief that you are the center of the universe and everything revolves around you |
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Elaboration |
Relating new information to something familiar |
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Operation |
The process of working something out in your head |
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Recognition |
The ability to identify correctly something encountered before |
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Recall |
Being able to reproduce knowledge from memory |
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Schema |
The representation in the mind of a set of perceptions, ideas, and/or actions, which go together |
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Stage |
A period in a child's development in which he or she is capable of understanding some things but not others |
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Reflexive Stage (0-2 months) |
Simple reflex activity such as grasping and sucking |
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Primary Circular Reactions (2-4 months) |
Reflexive behaviors occur in stereotypes repetition such as opening and closing fingers repetitively |
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Secondary Circular Reactions (4-8 months) |
Repetition of change actions to reproduce interesting consequences such as kicking one's feet to move a mobile suspended over the crib |
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Coordination of Secondary Reactions (8-12 months) |
Responses become coordinated into more complex sequences. Actions take on an "intentional" character. |
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Tertiary Circular Reactions (12-18 months) |
Discovery of new ways to produce the same consequence or obtain the same goal such as the infant may pull a pillow toward him in an attempt to get a toy resting on it |
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Invention of New Means Through Mental Combination (18-24 months) |
Evidence of an internal representational system. Symbolizing the problem solving sequence before actually responding. Deferred imitation. |
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Preoperational Phase (2-4 years) |
Increased use of verbal representation but speech is egocentric. The beginnings of symbolic rather than simple motor play. |
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Intuitive Phase (4-7 years) |
Speech becomes more social, less egocentric. The child has an intuitive grasp of logical concepts in some areas. |
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Period of Concrete Operations (7-11 years) |
Evidence for organized,logical thought. There Is the ability to perform multiple classification tasks, order objects in a logical sequence. And comprehend the principle of conservation. |
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Period of Formal Operation (11-15 years) |
Thought becomes more abstract, incorporating the principles of formal logic. The ability to generate abstract propositions, multiple hypotheses and their possible outcomes is evident. |
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Oral stage |
Birth-1 Year |
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Anal Stage |
1-3 Years |
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Phallic Stage |
3-6 Years |
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Latency Stage |
6-11 Years |
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Genital Stage |
Adolescence |
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Denial |
Complete rejection of the feeling or situation |
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Suppression |
Hiding feelings and not acknowledging them |
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Reaction Formation |
Turning a feeling into the exact opposite feeling. For example, saying you hate someone you are interested in. |
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Projection |
Projection is transferring your thoughts and feelings onto others. For example, someone who is being unfaithful themselves constantly accuses their partner of cheating. |
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Displacement |
Feelings are redirected to someone else. Someone who has a bad day at work and can't complain goes home and yells at their kids instead. |
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Rationalization |
You deny your feelings and come up with ways to justify your behavior |
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Regression |
Reverting to old behavior to avoid feelings |
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Sublimation |
A type of displacement, redirection of the feeling into a socially productive activity |
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Self-Actualization |
Highest need in hierarchy - Level 5 |
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Esteem Needs |
Level 4 need |
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Belonging and Love |
Level 3 need |
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Safety |
Level 2 need |
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Physical Needs |
Level 1 need |
Food, Water, Shelter |
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Instructional Conditioning |
Gives a negative sanction |
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Operant Conditioning |
Reinforces good behavior |
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Extinction |
The process of unassociating the condition with the responses |
Refers to the gradual weakening of a conditioned response that results in the behavior decreasing or disappearing. Like teaching a dog to handshake and it stops being interesting, leaving a lack of response when triggered. |
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Egocentric Behavior |
A child does not take into consideration other people's needs |
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Social Learning Theory |
Explicit role instruction (stereotypes), boys play with trucks and cars, girls wear make-up |
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Baby Albert |
Was kept in a box and conditioned |
Was made to fear rats. Ultimatley grew up to be afraid of anything furry. |
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Stimulus Generalization |
Something from conditioning carries over to another related area |
Baby Albert |
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Naturalistic Observation |
Research conducted by watching the subject |
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Id |
Primitive part of the subconscious which wants food and sex |
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Ego |
The mediator between ego and id |
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Super Ego |
Ethical, super good part of the subconscious |
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Harry Harlow |
Monkey experiment - monkeys liked the soft one better |
2 surrogate mothers - One made of Terry cloth without milk One made of wood and wire w/ milk |
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Visual Cliff |
Experiment to prove infants have depth perception |
Baby on one end of glass table and mother calling out on other end. Baby is scared of the "cliff" |
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Object Permanence |
Understanding that an object does not cease to exist once it has left your vision |
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Who made the first IQ test? |
Alfred Binet |
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Formula to find out IQ? |
IQ = Mental Age/Calculated Age x 100 |
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Hyperactivity affects what percentage of children? |
0.03% |
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Divergent Thinking |
Creative process of thinking |
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Naturalistic Observation |
Research conducted by watching the subject |
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Convergent Thinking |
Follower thinking |
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Independent Variable |
The one the researchers have direct control over |
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Cross-Sectional Studies |
When people of different ages are studied at one particular time |
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Longitudinal Studies |
Where the people are followed over a long period of time and checked up on at certain points |
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Quantitative |
The number or amount of something |
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Qualitative |
Used in statistics, similar in structure or organization |
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Four Steps of the Scientific Method |
Gather information, generate hypothesis, test hypothesis, revise |
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Kohberg's Theory of Moral Development |
How morality is linked to behavior |
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Preconventional Morality |
Punishment of obedience phase |
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Conventional Morality |
Motivation to obey is done from influence of other people |
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Postconventional Morality |
Motivation is because law is a higher order |
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