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52 Cards in this Set
- Front
- Back
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Psychology |
the scientific study of human behavior and the human mind |
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Psychological Theory |
organizes the data, explains current behavior/mind, predicts future behavior/thinking |
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Developmental Psychology |
study of how people change with age |
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Health Psychology |
study how mental processes affect physical health |
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Forensic Psychology |
study of criminal pathology, apply psychology in criminal justice |
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Personality Psychology |
study patterns, traits that define an individual |
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Industrial Organizational |
use psychology to explain people's behavior at work large corporations |
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Experimental Psychology |
psychologist who does laboratory research to test causes of learning, memory, and perception. |
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Clinical Psychologist |
~trains to diagnose and treat chronic and severe psychological disorders ~tendency to assume disorders are biological ~PhD and internships supervised training |
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Counseling Psychologist |
~trains to treat less severe disorders and general adjustments problems ~tend to assume problem is social-behavioral ~range of training: certificates to graduate degrees |
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Wilhelm Wundt |
psychology should study the basic elements that make up experience - behaviorist |
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Behaviorism |
study of observable causes of behavior (Watson 1910) - explanations that can be seen |
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William James |
psychology should be more holistic and study how we adapt |
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Psychoanalysis |
study hidden unconscious influences (Freud 1927) |
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Gestalt Psychology |
holistic study of patterns of perception and influence on thought/behavior (1930's) |
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Psychodynamic |
view that behavior and thought arises from internal unconscious causes (Freud, Erikson) |
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Freud |
parent-infancy dynamics create life-long issues |
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Erikson |
social dynamics of like create inner dynamics of person |
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Behaviorism |
view that external factors (stimuli, consequences) cause behavior and thought (Pavlov, Skinner) get a reward, you'll do "it" again |
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Social Cognitive |
~observation of behavior leads us to mental expectations (Bandura) ~see a child get a sticker and imitate child's behavior ~both emphasize external causes |
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Biological Perspective |
studies the physiological (brain,body) causes of thought and behavior |
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Evolutionary Perspective |
studies the genetic, inherited determinants of behavior (traits with adaptive survival value) |
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Cognitive Perspective |
emphasis on importance of mental processes are cause of behavior (focus on how people think) |
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Humanist Perspective |
emphasis on being self-aware, behavior attributed to personal choice (and must take responsibility) |
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Sociocultural Perspective |
emphasis on how society, culture, ethnicity, and gender influence behavior and thought |
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Critical Thinking |
look for evidence; examine definitions and assumptions; avoid oversimplifying and overgeneralizing |
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Scientific Method |
organized way of using experience and testing ideas |
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Hypothesis |
a specific statement about behavior or thought that is phrased to be testable |
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Generalizing |
to apply research results to people not actually studied |
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Representative Sample |
sample accurately reflects diversity in the population |
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Random Sample |
every person has equal chance of selection - "out of a hat" |
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Stratified Sample |
represents subgroups in proportion to how they appear in population |
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Volunteer Bias |
when volunteers, differ in significant ways from those those choosing not to volunteer. |
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Naturalistic Observation |
just observe (take notes) on organism in their natural habitat - no interference |
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Laboratory Observation |
create a situation similar to real-life; then all participants have opportunity to show what they would do |
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Case Study |
biographical study of an individual, data is very detailed but small sample size - one or two people |
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Survey Study |
uses sets of questions about attitudes, opinions, and behavior. (Not reliable, people may exaggerate or even lie in their reporting)` |
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Correlational Method |
study relationships between two or more variables (no attempt to influence variables) consistent relationships enable predictions |
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Experimental Method |
to manipulate a test variable in a controlled laboratory condition and measure if the variable causes change |
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Independent Variable |
expected to cause change (treatment) |
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Dependent Variable |
the effect, expected to change after the introduction of the treatment |
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Experimental Group |
receives the independent variable |
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Control Group |
participates but does not receive independent variable |
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Random Assignment |
each participant has an equal chance of being in either group ensures that groups are similar in composition |
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Quasi-Experimental Method |
to compare pre-existing matched groups that differ on a single varaible |
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Baseline Control |
compare post treatment levels to pre-treatment levels |
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Placebo Control |
use inactive substance that looks like the real thing to duplicate participation criteria |
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Blind Design |
participants do not know which group they are in |
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Double-Blind Design |
participant and observer do not know which group is which - prevents observer to "pre-judge" |
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Basic Ethical Guidelines |
1. do not harm 2. keep confidentiality 3. act to ensure volunteers were not forced or deceived |
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Informed Consent |
to give enough information so a person can decide if they want to participate or not |
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Debriefing |
to answer questions and give additional explanation of value of study |
