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106 Cards in this Set
- Front
- Back
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BIOLOGICAL |
how the body influences behavior, thoughts, feelings -nervous system -brain chemicals -hormones -genetics -evolutionary psychology (how our adaptive evolution affects us today -nature point of view
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LEARNING/BEHAVIORISM |
how environment and experience affect behavior, thoughts, feelings |
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COGNITIVE |
how thoughts affect behavior, feelings -reasoning -memory -intelligence -beliefs/thoughts
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SOCIOCULTURAL |
how social and cultural influences affect thoughts, feelings, behavior
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PSYCHODYNAMIC |
how unconscious conflicts, inner forces affect behavior, thoughts, feelings -Freud: had a huge influence on psychology -family of origin/ childhood issues -his emphasis on the unconscious was a game changer in how we think about the world -the way you were raised makes a huge impact as you are as an adult -your first experiences in life shape who you are
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HUMANISTIC |
how to create a fulfilled life -free will/choices -be all that you can be (be your best) -"positive psychology": the study of happiness -carl rogers= one of the founders of humanistic
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STRUCTURALISM |
(wundt and titchener) analyzed sensations, images and feelings into basic elements -Germany. wanted to apply what they learned in biology and chemistry to the mind -they wanted to breakdown the mind into its most basic elements
introspection: looking inward to describe experiences |
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FUNCTIONALISM |
(James & Calkins): analyzed the function or purpose of behavior -Darwin influenced -wanted to take darwins idea and apply it to humans -study why our brain is the way it is
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CLINICAL PSYCHOLOGIST |
-ph.d prepared 5-7 years beyond the bachelor's degree -cannot prescribe medication (did not attend medical school)
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PSYCHIATRIST |
-attended medical school and completed special rotations in psychiatry -can prescribe medication to treat medical disorders -do not do therapy -M.D.
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EXPERIMENTAL PSYCHOLOGIST |
focus on laboratory studies of various topics -very quantitative
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EDUCATIONAL PSYCHOLOGIST |
research ways to improve educational systems -different than a school psychologist -focuses on educational systems and how the operate -how does the institution of education operate
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DEVELOPMENTAL PSYCHOLOGIST |
how we grow and change throughout the lifespan -studies growth and development -some study only infants etc. it can be that specialized -any phase of human development
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INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGIST |
behavior in the workplace, effective business practices -becoming more well known -not people who do therapy at work -study the work place and effective business practices as well as leaders in business practices
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PSYCHOMETRIC PSYCHOLOGISTS |
design and evaluate tests (interest, personality, IQ) -someone who designs tests such as surveys -ACT and SAT were designed by psychometric psychologists
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SCHOOL PSYCHOLOGIST |
works with parents, teachers, students to solve problems -working directly in the field not doing research -usually work in the school -not necessarily therapists: work with students in terms of learning -do a lot of testing such as IQ testing
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CLINICAL PSYCHOLOGIST |
focus on understanding and treating emotional problems, abnormal or dysfunctional behavior -pHD -focus on treating and diagnosing psychological disorders -can work in hospitals, clinics, private practice -can also be a professor or do research
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COUNSELING PSYCHOLOGIST |
focus on helping people with adjustment problems and helping people make career choices -generally counseling psychologist training is more focused on healthier problems: more adjustment problems -big focus of counseling is career counseling
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OPERATIONAL DEFINITION |
-how what is in question will be measured a. defining a term from the hypothesis in a measurable way
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CASE STUDY |
detailed account of an individual being studied -completely specific to the one person you are studying
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NATURALISTIC OBSERVATION |
(jane goodall observing chimpanzees in natural habitat) -observing whatever it is you want to study in its natural habitat -observed natural behavior without messing with the subjects environment |
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LABORATORY OBSERVATION |
(observing a marital discussion in a laboratory) -laboratory environment is not natural. you can still do observation but its in a controlled setting
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CORRELATION COEFFICIENT |
a number that describes the strength and direction of a relationship between two variables -it just tells us if there is a relationship and if there how strong the relationship and what direction are they moving in
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INDEPENDENT VARIABLE |
-the variable that is controlled or manipulated |
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DEPENDENT VARIABLE |
the variable that is being measured (to see what effect the IV has had) |
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EXPERIMENTAL GROUP |
the group that receives the IV |
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CONTROL GROUP |
the group that is not exposed to the IV (used to compare to the experimental group) |
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RANDOM ASSIGNMENT |
putting research participants into control and experimental groups randomly |
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PLACEBO |
a fake treatment or inactive substance |
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EXPERIMENTER EFFECTS |
when a researcher unintentionally effects the results |
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DOUBLE BLIND STUDIES |
neither the researcher nor the participants know who is in the experimental group and who is in the control group |
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NEURON |
a specialized cell that conducts impulses through the nervous system and contains 3 main parts: cell body, dendrites, and axons |
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DENDRITES |
a neuron's busy, branching extensions that receive messages and conduct impulses toward the cell body |
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AXONS |
the neuron extension that passes messages through its branches to other neurons or to muscles or glands |
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TERMINAL BUTTON |
nub at the end of an axon |
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SYNAPTIC VESICLES |
contains neurotransmitters, releases message |
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SYNAPSE |
the space between neurons and the structure |
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NEUROTRANSMITTERS |
chemical that contains the message |
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RECEPTOR SITES |
receives neurotransmitters |
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RESTING POTENTIAL |
polarized negative charge on inside, positive charge on outside of neuron a. when a neuron is not sending messages b. the neurons are not touching each other and are floating around in positively charged fluid |
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PERMEABILITY |
allows for depolarization and is the mixing of positive and negative ions a. allows the positive ions on the outside of it inside when it wants to send a message |
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ACTION POTENTIAL |
sparked when the ions mix and electrical charge initiates firing |
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MYELIN SHEATH |
insulates axon for faster transmission-layer of fat (white matter) |
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ACETLYCHOLINE |
linked to Alzheimer's |
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SeROTONIN |
linked to depression, anxiety, and eating disorders |
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DOPAMINE |
linked to schizophrenia and parkinsons |
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MEDULLA |
the base of the brainstem; controls heartbeat and breathing |
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PONS |
The pons contains nuclei that relay signals from the forebrain to the cerebellum, along with nuclei that deal primarily with sleep, respiration, swallowing, bladder control, hearing, equilibrium, taste, eye movement, facial expressions, facial sensation, and posture |
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RETICULAR FORMATION |
a. controls general alertness, consciousness b. whether or not you are awake |
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CEREBELLUM |
"little brain" controls complex motor movements a. stays there almost permanently so you will never forget these things b. ex walking, a learned skill |
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BRAIN STEM |
hind brain. automatic functions |
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MIDBRAIN |
relays physiological messages from the hindbrain to cognitive functions of the forebrain (connects sensations to thoughts) |
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SUBSTANTIA NIGRA |
dopamine center -part that breaks down when people have parkinsons |
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THALAMUS |
relay station for all information sensory messages (except smell) |
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HYPOTHALAMUS |
regulates hunger, thirst, sexual behavior, emotional behavior, internal body temperature, and other body functions |
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LIMBIC SYSTEM |
collects brain structures that account for emotional expression, memory and motivation |
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AMYGDALA |
responsible for intense emotional responses like far and links emotion to memories |
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HIPPOCAMPUS |
stores new memories and gives us our internal "map" -navigational skills |
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CEREBRAL CORTEX |
(gray matter): the higher mental processes of language, memory and thinking and contains 4 different lobes 1. frontal lobes 2. parietal lobes 3. temporal lobes 4. occipital lobes |
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FRONTAL LOBES |
don't finish growing until 21 a. motor area, broca's area, frontal association areas |
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MOTOR AREA |
controls voluntary movements |
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BROCA'S AREA |
our ability to speak language |
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FRONTAL ASSOCIATION AREAS |
thinking, planning, impulse control |
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PHINEAS GAGE |
FRONTAL LOBES**** 1800s had a rod go thru his head and somehow survived -destroyed his frontal lobe and he acted like an out of control adolescent couldn't think, plan, reason, or control his impulses |
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PARIETAL LOBES |
somatosensory area: touch, pleasure and pain sensors; awareness of body placement |
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SOMATOSENSORY AREA |
touch, pleasure and pain sensors; awareness of body placement |
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TEMPORAL LOBES |
a. primary auditory cortex: hearing b. wernick's area: ability to understand language |
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OCCIPITAL LOBES |
primary visual cortex: Sight |
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CENTRAL NERVOUS SYSTEM |
the brain and spinal cord |
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PERIPHERAL NERVOUS SYSTEM |
nerves that connect the CNS to the rest of the body and is divided into 2 subdivisions: somatic autonomic: sympathetic, parasympathetic |
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SOMATIC NS |
nerves under conscious control ex. motor movements, sense receptors |
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AUTONOMIC NS |
controls involuntary actions ex. heart, glands, digestion, breathing 2 parts: sympathetic, parasympathetic |
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SYMPATHETIC NS |
activates internal organs during times of stress and arousal -activates the fight or flight response (key to survival) |
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PARASYMPATHETIC NS |
reverses the effects of the sympathetic NS -returns the body back to normal |
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CEREBRAL HEMISPHERES |
control the movement and feelings on opposite sides of the body |
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LEFT HEMISPHERE |
controls right side of the body -spoken and written language,numerical skills, and reasoning (logic) |
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RIGHT HEMISPHERE |
-controls left side of the body -music processing, emotional thinking, and perceiving visual-spatial relations |
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CORPUS CALLOSUM |
nerve fibers connecting the two hemispheres of the brain and transfers information and synchronizes activity between hemispheres |
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BRAIN PLASTICITY |
the brain's ability to reorganize or reshape in response to internal and external sources |
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NATURE VS NURTURE |
thornedike "in actual race of life.. chief determing factor is heredity" Watson "give me a dozen healthy infants.. regardless blah blah blah" -truth is in between but not necessarily in the middle -nature and nurture account for almost all human traits to one degree or another |
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CHROMOSOMES |
carry our genes 23 from mom 23 from dad |
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BEHAVIOR GENETICS |
attempts to determine how much of our behavior is genetic vs. the environment |
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HERITABILITY |
a statistical measure of how much a trait is inherited and how much is because of other factors |
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MONOZYGOTIC TWINS |
indentical twins; formed from one egg and one sperm that splits and are genetically identical |
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DIZYGOTIC TWINS |
fraternal twins; formed by two separate eggs and two separate sperm and are genetically like siblings |
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DEVELOPMENTAL PSYCHOLOGY |
focuses on human development across the lifespan |
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MATURATION |
systematic physical growth of the body (how you physically change and grow) |
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CONCEPTION |
sperm meets egg a. once they meet and fertilization occurs rest of the sperm are blocked from entering the egg b. the female only has x chromosomes and the male contributes x or y chromosomes determining the gender of the baby |
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GERMINAL STAGE |
(2 weeks post conception) cell division and implanation occurs a. blastocyst (cells dividing): this happens hours after conception b. implantation of blastocyst occurs 6 days after conception |
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EMBRYONIC STAGE |
(2-8 weeks post conception) major organs are formed 1. considered prego 2. 5 weeks heart begins beating 3. 8 weeks major organs are formed |
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FETUS STAGE |
9-40 weeks continued growth and development of all major organs 1. baby continues to grow and can be born after five months at the earliest 2. baby is fed thru placenta which gets its nutrients from whatever mother is eating and drinking |
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HARRY HARLOW |
attachment/deprivation study "contact" comfort is necessary for attachment *even tho they were exposed to normal parenting after the 6 months, monkeys showed severely abnormal social behavior throughout their lives-importance of an early attachment relationship |
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JEAN PIAGET |
all children go thru four congnitive stages at approximately the same age, regardless of the culture in which they live |
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SENSORIMOTOR STAGE |
birth to two yrs infants develop a sense of the world thru their senses and motor activity *object permanence (6-9 months) understanding that objects continue to exist even when they are out of view |
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PREOPERATIONAL STAGE |
(2-7 yrs) child cannot perform logical mental functions but does think symbolically egocentrism: child is completely self centered and can't think from different perspective animism: belief that inanimate objects are alive |
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CONCRETE OPERATIONAL STAGE |
(7-11 yrs) children at this stage can perform concrete logical thinking reversibility: can reverse operations conservation: ability to recoginize that volume remains unchanged even when put in different sized and shaped containers |
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FORMAL OPERATIONAL STAGE |
(11+) children at this stage become capable of abstract thought and hypothetical thinking 1. adolescent egocentrism=imaginary audience/personal fable |
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TRUST VS MISTRUST |
(0-1 yrs) infants learn to trust their needs will be met by or they learn to distrust the world around them |
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AUTONOMY VS SHAME AND DOUBT |
(1-3 yrs) children learn to exercise their will, to control themselves and to develop a sense of autonomy or they learn to feel shame and to doubt themselves |
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INITIATIVE VS GUILT |
(3-6 yrs) children learn to initiate activities and interact with other children or they learn to feel guilty at their attempts at independence or from unexpected consequences |
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INDUSTRY VS INFERIORITY |
(6-12 yrs) children begin to develop competency (industry) and skill in various areas or they learn to feel inferior and insecure about their achievements |
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IDENTITY VS ROLE CONFUSION |
(12-20 yrs) adolescents learn to see themselves as unique with their own sense of ideas and value or they feel confused as to their purpose and role in life |
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INTIMACY VS ISOLATION |
(20-30 yrs) young adults learn to form close bonds and interpersonal relationships or they learn to feel isolated and alone and avoid close contacts with others |
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GENERATIVITY VS STAGNATION |
(30-65 yrs) adults work for the common good, are productive members of society, raise children etc or they become self centered and inactive |
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EGO INTEGRITY vs DESPAIR |
(65-death) older people reflect on whether their life has been meaningful and worthwhile and feel either satisfaction/integrity or regret/despair |
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ELISABETH KUBLER ROSS |
developed a theory of death and dying that is also applied to grief 1. denial 2. anger 3. bargaining 5. depression 6. acceptance |
