Reading...
Play button
Play button
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;
77 Cards in this Set
- Front
- Back
|
psychology
|
is the science of mental processes and behavior
|
|
|
Science
|
We use scientific principles, scientific methods.
|
|
|
Mental processes
|
it is difficult to figure out what people are thinking, what is going on in their minds. We try to infer what is going on in someones head.
|
|
|
Behavior
|
acts either when you are alone, or when you are in groups. Goals of psychology is to predict someones behavior, what they will think, how they will react. How to control psychological symptoms.
|
|
|
Wilhelm Wundt (1832-1920)
|
The father of psychology"
• Established first psychological laboratory • Studied conscious experience; what's going in your mind at any given time. • He observed and measured stimuli of any given kind o Stimulus; any physical energy that affects a person and evokes a response. o a stimulus is a light, sound, aroma, someone hitting you. • He wad interested how we formulate things. • He presented stimuli to people. • Created a research method called introspection. o introspection; the process of looking inward • Stimulus presented to a person. They would use introspection. They would describe what the experience was like. |
|
|
Edward Titchener (1867-1927)
|
• Student of Wundt
• A proponent of structuralism Trying to understand the components of the mind by breaking it down to it's elementary parts. Think about chemistry. Scientist look at compounds. They break compounds to a basic element (sodium and chloride). |
|
|
William James (1842-1910)
|
• American psychologist
Said: knowledge is validated by it's usefulness. • Began a movement called functionalism • Darwin's theory on evolution influenced this school of psychology published in 1859 book said species and traits of species were selected with a specific purpose. Argued that psychology should not argue consciousness Having a fear of heights has a purpose, it can help you survive. A lot of people look for evolutionary phobias. |
|
|
John Watson (1878-1958)
|
• Founder of the movement called radical behaviorism
• Psychology MUST be totally objective • Focus on the relation between observable behavior and environmental events or stimuli After the new year people want to participate in exercise programs (they want to get fit), that is subjective. This person has not gone to a gym, or been to a gym, no type of physical exercise at all. Tis behavior is subjective. Does not participate in exercise. We don't know what's going on in someones mind. "Give me a dozen healthy infants..." <-- from textbook Old movie from eighties, Trading places, illustrate. Your responses or consequences are going to shape your actions |
|
|
Ivan Pavlov (1849-1936)
|
• Russian physiologist
• Studied involuntary learning (Classical Conditioning) • Most famous for experiments with dogs salivating in response to a bell. • Learning by association |
|
|
B. F. Skinner (1904-1990)
|
• An American behavioralist
• Famous for the "Skinner Box" • Did not deny the existence of internal mental events, but thought they could not be studied scientifically. The consequences we encounter determine our behavior That if you do something and good things happen you are more likely to do it again If you do something and bad things happen the less likely you'll do it again Organisms repeat actions that lead to positive responses. A behaviorist would say there is no such thing as free will. Instead they believe in a philosophy called determinism. It is exactly what the name implied. Your behavior is determined by forces outside of your control. |
|
|
Max Wertheimer (1880-1941)
|
• Began the movement of Gestalt Psychology
• The whole is greater than the some of it's parts • Your mind puts other parts together • Primarily interested in perception • Encouraged psychologists to continue studying conscious experience rather than overt behavior |
|
|
Sigmund Freud (1856-1939)
|
• The father of psychoanalysis (a personality theory and a form of therapy)
• People did not receive Freud well. People thought that he was way out there. • The UNCONSCIOUS • Unacceptable wishes of childhood, thought, attitudes, behavior, actions all of these things resided in our unconscious. These things determined our behavior. • There is a Common theme that underlies. They either revolve around sex or aggression. • Said that the unconscious drove our behavior and it manifested our unconscious in many ways. • "Freudian slip" • doing something that you believe without thinking. When something just slips out. • When you day something that you don't really mean to say. • It is the truth coming out from your unconscious. • Driven by unconscious forces. |
|
|
Structuralism
|
-Identification of the elements of thought
-Importance of thought processes & structure of the mind. -Used introspection -Wundt & Titchener |
|
|
Functionalism
|
Importance of applying psychological
findings to practical situations. -The function of mental processes in adapting to the environment -William James |
|
|
Behaviorism
|
The importance of objective, observable
behavior in the study of psychology. -Idea that behaviors are simply responses to external stimuli. -Watson, Skinner, & Pavlov |
|
|
Gestalt
|
Importance of organization & context in
the perception of meaningful wholes. -Wertheimer |
|
|
Psychoanalytic
|
Influence of unconscious on behavior
-Importance of early life experiences on personality development -Freud |
|
|
Humanism
|
Importance of people’s feelings
-View of human nature as positive & growth-seeking -Rogers |
|
|
Cognitive
|
Focus on thinking & reasoning
-Focus on mental processing of info -Piaget |
|
|
Neuroscience
|
how people and animals function
biologically -how inheritance influences behavior -how the brain and the nervous system affect behavior |
|
|
Carl Rogers (1902-1987)
|
• Humanism
• Rejected the Freudian idea that humans are ruled by unconscious forces. • Also disagreed with the behaviorist emphasis on environmental control • Stressed free will • Voluntarily make your own forces. • People weren't interested in treated unconscious as a science • They preferred to treat psychology as a subjective • What you think about yourself. |
|
|
Jean Piaget (1896-1980)
|
• Associated with the school of thought of Cognitive Psychology
• Studied children's cognitive development • They're ability to grow cognitively is like a staircase • They sort of get it and again sort of get it and then suddenly they get it. • Staged theory: saying you gained skills almost like you were walking up a staircase. Step by step. Higher cognitive abilities. • People's manipulations of mental images influences • Studying the mind in a more scientific matter • Studied the mental processes involved in acquiring knowledge • How people acquire knowledge. • Research supports that repetition helps you acquire knowledge better. • If you can make examples that apply to you is called self referent encoding. |
|
|
Steps to a scientific investigation
|
1. Identify a question and review literature
2. Hypothesis 1. A tentative statement about an event or relationship. 2. It is not a question. 3. It is a testator educated guess. 3. Collect data 1. Need to know statistics 2. It is your ethical obligation to provide the best method 4. Analyze Data and make Conclusions 5. Publish and replicate 1. People repeat different experiments 6. Build a Theory and do more Research |
|
|
Two advantages of the scientific approach
|
• Clarity and precision
• People must specify exactly what they are talking about • Intolerance of error • You've got to be skeptical |
|
|
Hypothesis
|
• A hypothesis must be testable
• Must be ethical • A hypothesis is usually expressed as a prediction • A hypothesis must be very specific • Researchers use operational definitions to create specific hypothesis • Operational definition: means you are stating the exact procedures to represent a concept. |
|
|
Correlational Method
|
• A relationship between two variables
• Just go out there and measure • You cannot say one thing causes another thing • You can say these things are related • Third variable • Looking at the relationship between two things you measured. • As one variable increases, the measurement of snot her variable also decreases correlation • Only experiments shoe causality. |
|
|
Zero correlation
|
• Means that two variables are absolutely not related at all
• Ex. The length of your thumb and your mathematical ability |
|
|
Correlational method
|
• Finding an association between variables
• One does NOT cause the other |
|
|
Naturalistic observation
|
• When you as the researcher go into the natural environment and just observe what's going on.
• Eventually YOU (the researcher) will blend into the background. |
|
|
Independent Variable
|
• A variables that is manipulated by the experimenter to determine it's effect on the participant.
|
|
|
Dependent Variable
|
• A measurable behavior that is exhibited by a participant and is affected by the independent variable
• Dependent on the independent variable. |
|
|
Random sample (sampling bias)
|
• A way that you can eliminate bias
• Bias can cause huge problems • Ex. Dewey defeats Truman • Every single member of the population has an equal chance of participating in the study. |
|
|
Convenience sampling
|
• Easy to do
• Easy to find participants • Ultimate goal is to try to find a representative sample • Sample is similar to the sampling population |
|
|
Control Group
|
• Participants who are treated in EXACTLY the same way as the experimented group except they do not get the treatment
|
|
|
Experimental Group
|
• Participants who receive the treatment (manipulation of the independent variable)
|
|
|
Tips to ensure experimental success
|
• Random assignment of subjects to conditions
• I already have my sample, I did that sample. I could have used random or convenient sampling. • Controlling extraneous variables |
|
|
Extraneous variables
|
• Outside variables/factors that could affect the dependent variable and its NOT the independent variable
• During Victorian times, women were considered frail and delicate |
|
|
Ethics in Research; Major Issues:
|
1. Informed consent
2. Voluntary participation 3. Deception 1. Only if no permanent harm will be caused 4. Debriefing 1. A brief summary on what the research was about 5. Confidentiality 1. Not sharing information with anyone else 6. Alternative activities |
|
|
The neuron
|
• Basic building block of the nervous system
• An individual cell • Nerves are made up of many neurons. • Soma Is the cell body • Nucleus: equivalent to the rain of the cell • Electricity drives your nervous system. • Myelin Sheath: not all axons have Myelin Sheath. • Dendrites: are specialized to receive information; they are like one way streets. They receive the information, they travel along the axons. • Terminal buttons: are specialized to send information. They Secrete chemicals (neurotransmitters) |
|
|
The Sodium Potassium Pump
|
• K+= potassium
• Na+= sodium • When neuron is at rest is called the resting potential. It has a slightly negative charge in that state. • Action potential is a positive charge. • Concentration of sodium and potassium inside and outside the neuron that allow the action potential to occur. • First step: The sodium gates in the membrane of the axon open. • Second step: the positively charged sodium ions flow into the axon. • Third step: during the action potential, the sodium gates close to keep to the sodium inside for a moment. • Fourth step: Those steps continue down the length of the axon. Right after that, the potassium gates open • Fifth step: The potassium ions float outside of the axon • The sodium and potassium pump the sodium back out of the axon and pump the potassium into the axon. • Every single action potential is exactly identical. • The speed is what changes your perception. • After an action potential occurs, called an absolute refractory period is the amount of time where it is impossible for a neuron to fire again. In other words, there must be a period of rest between action potential. |
|
|
the nervous system
|
• Central nervous system
• Peripheral nervous system |
|
|
Central nervous system
|
• Contain the brain
• Spinal cord |
|
|
Peripheral nervous system
|
• All of the nerves, except the brain and spinal cord.
• Somatic (voluntary) • Autonomic (involuntary) |
|
|
Afferent
|
• Carries information to the central nervous system
• Sometimes called sensory neurons |
|
|
Efferent
|
• Carry information away from the central nervous system
• Sometimes called motor neurons • Ex. If you touch something and it's hot, information sent to brain to pull hand away, hand gets pulled away. |
|
|
Parasympathetic
|
• Conserves your bodily resources.
• Promotes digestion, reduces your blood pressure. |
|
|
Sympathetic
|
• "Fight or flight"
• When you mobilize for action • Ex. When you see a bear in the woods. • Sends message to your adrenal glands to start pumping more adrenaline. • Slows your digestion, you want all energy to fight or flee situation. |
|
|
Autonomic (involuntary)
|
• Parasympathetic
• Sympathetic |
|
|
Somatic (voluntary)
|
• Afferent
• Efferent |
|
|
Angiogram
|
• Pictures enhanced to provide
|
|
|
CAT scan
|
• Called CT scan (computerized tomography scan)
• Done with X-rays • Highly focused beams of X-rays. |
|
|
MRI
|
• Does not use X-rays
• Uses radio waves and magnetic impulses. • They make sure you don't have anything metal in your body. • They create a 3dimensional structure of the brain |
|
|
PET scan
|
• A method that determines how radioactive substances are absorbed in the brain
|
|
|
Three major regions of the brain
|
• Hindbrain
• Forebrain • Midbrain |
|
|
Hindbrain
|
• The most primitive part of the brain
• Cerebellum • Medulla • Pons • Acts as the basic life support system • In charge of unconscious but mostly vital function (circulation, breathing, salivating) • If you in injure the hindbrain, you'll have 0% of surviving. |
|
|
Inhibitory response
|
fires more slowly
•Depending on the rate of firing, the message is different. |
|
|
The midbrain
|
serves as important relay stations for your auditory and visual systems
•Coordinates your actions to sensory events |
|
|
Forebrain
|
is the seat of higher mental functioning. The most complex part of the brain.
• Most recognizable feature is the cerebral cortex •Includes functions of the limbic system •Has to do with emotions, memory |
|
|
The thalamus
|
is also apart of the forebrain
•Links auditory and visual systems |
|
|
Hypothalamus
|
•Is a pleasure center
•It is in charge of the four F's: fighting, fleeing, feeding, mating. •Lesioning: when you lesion you damage, you cut a certain structure of the brain. |
|
|
Temporal lobe
|
specialized for hearing. T for tones.
|
|
|
Parietal Lobe
|
P for pressure. Has to do with bodily sensations like touch. Also specialized (right side) in visual spacial skills. Reading a map. Trying to figure out where you are or trying to get somewhere. Bodily sensations register in this
helps us with visual spacial cues. Primary sensory cortex |
|
|
Frontal Lobe
|
the largest. Responsible for the functions that distinguish humans from animals. Really the seat of higher mental abilities. Self awareness. Initiative. Primary motor cortex. The ability to plan ahead. Monitor emotional behavior.
|
|
|
The left side of your body
|
controlled by the right side of the brain, vice versa.
|
|
|
Plasticity
|
basically rewiring parts of the brain.
|
|
|
The case of Phineas Gage
|
1848, laying railroad track, 25 years old, foreman on the job. He was blasting boulders into smaller rocks. Hole drilled into a boulder, then partially fill the whole with blasting powder, then pack it with sand using a iron rod. Powder was ignited by iron, hit him in the head projecting the rod into his head. Blasted 80 feet away. Got up, walked away with some help. Rod damaged his frontal lobes. He recovered physically fully, but blind in one eye. Before accident he was an efficient worker, socially well adapted. Viewed as being a nice guy. But. after the accident, was foul mouthed. Reverent . He became stubborn, impulse. No longer trust worth.
|
|
|
Corpus callosum
|
A thick band of fibers.
|
|
|
Broca's aphasia
|
: speech is slow and labored. Grammar and pronunciation are poor. This can be frustrating because a person knows what they want to say but they cannot say it. Can only produce the simplest language and numbers. It's like talking to a child who can only say a few dozen words.
|
|
|
The right hemisphere
|
specializes in spacial tasks. Knowing where you are in space, musical, and visual recognition tasks.
|
|
|
Split brain research
|
usually only in the vases of very severe epilepsy
•The right side if the brain controls the eye, the left side controls language. |
|
|
Introspection
|
A procedure used to study the mind in which subjects are asked to describe in detail what they are experiencing when they are exposed to a stimulus
|
|
|
Psychodynamic perspective
|
the approach based on the view that behavior is motivated by unconscious inner forces over which the individual has little control
|
|
|
Behavioral perspective
|
The approach that suggests that observable, measurable behavior should be the focus of study
|
|
|
Scientific method
|
The approach through which psychologists systematically acquire knowledge and understanding about behavior and other phenomena of interest
|
|
|
Theories
|
Broad explanations and predictions concerning phenomena of interest
|
|
|
Archival research
|
Research in which existing data, such as census documents college records, and newspaper clippings, are examined to test a hypothesis.
|
|
|
Naturalistic observation
|
Research in which an investigator simply observes some naturally occurring behavior and does not make a change in the situation.
|
