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52 Cards in this Set
- Front
- Back
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Historical psychologists (James, Wundt, etc.)
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Wilhelm Wundt: Carefully measured, observed experiments (1860s) ◾Made psychology a science |
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Historical Psychologists (James, Wundt, etc.) continued
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◦ Edward Titchener: Structuralism ◾ Break down consciousness into its parts—its structure ◾ Relied on self-report: introspection |
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Historical Psychologists (James, Wundt, etc.) continued
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◦William James: Functionalism ◾What function do our thoughts, feelings, behaviors serve? -Survival ◾How do they help us survive? -Appropriately reacting to environmental stimuli (Fight or Flight) ◾James-Lange theory of emotion: We feel a psychological arousal/reaction before performing an emotional behavior/experience ◾First psychology class (1875) ◾First psychology textbook: Principles of Psychology (1890) |
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Psychoanalytic/psychodynamic theory (Freud)
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◦Sigmund Freud: Psychoanalysis ◾Unconscious thought processes, motives ◾Unscientific, but influential Freudian slip: where you say one thing and mean your mother... |
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Psychoanalytic/psychodynamic theory (neo-Freudians)
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◦Ivan Pavlov: Classical conditioning ◾Rejected introspection, psychoanalysis ◾ Learned, observable, measurable behavior (for the sake of scientific study!) |
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Psychoanalytic/psychodynamic theory (neo-Freudians) continued
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◦John Watson: Blank slates & Little Albert ◾Father of behaviorism ◾“Give me a dozen healthy infants…” ◾Every newborn is a “blank slate” just waiting to be outlined and written over by new experiences |
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Psychoanalytic/psychodynamic theory (neo-Freudians) continued
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◦Edward Thorndike: Instrumental conditioning, Law of Effect
◾Instrumental conditioning: Similar to Operant Conditioning (reinforcing behavior by punishment or rewards) |
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Psychoanalytic/psychodynamic theory (neo-Freudians) continued
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◦B.F. Skinner: Operant conditioning ◾Behavior as a function of its consequences ◾Skinner boxes ◾Most eminent psychologist of the 20th Century |
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Humanistic psychology
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◾Psychoanalytic and humanistic theories and development, personality, psychological disorders
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Humanistic psychology (Maslow, Rogers, etc.)
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◦Maslow & Rogers: Humanism ◾Growth potential; people are inherently good, worthwhile |
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Humanistic psychology (Maslow, Rogers, etc.) continued
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◦Abraham Maslow: Hierarchy of needs, self-actualization
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Humanistic psychology (Maslow, Rogers, etc.) continued
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◦Carl Rogers: Client (person)-centered therapy
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Observations, theories, and hypotheses |
◾A good theory would entice scientists to develop new hypotheses as well as providing a foothold of repeated research and self-reports ◾Hypotheses can NEVER be proven correct, otherwise we are letting our biases; not our critical thought and curiosity, get the better of us |
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Research methods and ethics
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◦Descriptive methods ◾Careful, systematic observation ◾ First step in understanding phenomenon (describe the phenomenon) |
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Research methods and ethics continued
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Case studies ◾In-depth analysis of one person Ex: Phineas Gage Why useful? generating hypothesis for further research Limitations? not repeatable, the conditions that were met for some case studies clash strongly against ethnic principle |
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Research methods and ethics continued |
◦Naturalistic observation ◾ In-depth study of phenomena in a natural setting Ex: Chimpazees Why useful? get real behavior Limitations? When they know they're observed, it affects behavior. Too many confounding variables to consider |
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Research methods and ethics continued
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◦Surveys ◾Useful as an in-depth analysis of a the entire selected population Why useful? variety & easy Limitations? no control on variables (ex. wording of the question plays a huge role in our self opinions) & self report=bias |
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Research methods and ethics continued
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◦Correlational research ◾Is useful for helping us understand the world in a clear way through the extent of two subjects. ◾2 variables that go together-- they “co”-relate ◾Correlation coefficient, r: strength of assiciation •Can be positive (one goes up, other goes up) or negative (one goes up, other goes down) •Range from +1.00 to -1.00-- closer to 0=weaker relationship |
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Know about the ethics of research |
◦Exposure to risk-- can we hurt people (physically OR emotionally)? ◾Not without good reason ◾Risk-benefit ratio & scientific merit ◾Describe any risks --non-everyday risks ◾Minimize harm & discomfort; avoid deception (when possible) -not to the point of immoral but if something mild, maybe consent |
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Know about the ethics of research continued |
◦Protect participant privacy & confidentiality ◾Privacy: Participant sharing personal info for study ◾Confidentiality: Researchers may not divulge info about participants |
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Know about the ethics of research continued |
◦Informed consent: Participants are informed of purpose, activities, and risks of study and consent to participate ◦Institutional Review Board oversees all research |
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Ex. of risk: Tuskegee Syphilis Experiment |
Prisoners, soldiers, and mental patients were deliberately exposed to syphilis & gonorrhea to test without the mental patients knowledge, let alone consent |
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Genes and heritability
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◦Gene ◾Humans: 46 chromosomes in 23 pairs, usually • Genes: Sections within chromosomes • Alleles: Individual variants of genes |
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Genes and heritability (and how they are studied)
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◦Understanding heritability ◾Proportion of population variability in some characteristic that can be explained in terms of genetic variability ◾Twins • Identical (monozygotic): Same genotype • Fraternal (dizygotic): Different genotype (approx. 50%) |
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Genes and heritability (and how they are studied) continued |
◾Twins are used in studies •Identical Twins (same genotype, same environment) -Remarkably taught and lived similar lives under one roof •John and John case study (same genotype, different environment) -Both John's share similar lifestyles and even down to their interests, habits, and genetics despite living so far away from each other •Fraternal Twins (different genotype, same environment) -Despite living in similar environments, by gender roles, each fraternal twin are going to experience the world and are taught differently than the other |
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Environment and culture |
◦Natural selection: characteristics that promote survival stick around on average ◾Adaption: process/result of change due to natural selection -Adaptation is done for the sake of improving our overall fitness (the ability to survive and prosper/functionalism) |
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Environment and culture continued |
◦Parents: shape environment we grow up in ◾Religious beliefs ◾Values ◾Manners ◾Attitudes ◾Politics ◾Habits ◾Most influential at extremes |
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Environment and culture continued |
◦Peers: We have (some) choice ◾Cooperation ◾Music preferences ◾Becoming popular |
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Environment and Culture continued |
◦Culture ◾Behaviors, ideas, attitudes, values, and traditions shared by group of people ◾Passed down across generationsNorms: accepted standards for behavior |
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Environment and Culture continued |
◦Individualistic vs collectivist ◾Individualistic: independence, personal goals & identity -Less prone to social anxiety ◾Collectivist: interdependent, communal goals & identity -More prone to social anxiety |
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Developmental theorists (Piaget, Erikson, etc.): Who did what?
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◦ Piaget: Childhood development: Stages Development
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Developmental theorists (Piaget, Erikson, etc.): Who did what?
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◦Erikson: Erikson’s Psychosocial Stages (e.g. young adulthood: intimacy vs. isolation)
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Physical development |
◦Beginning of development ◾Zygote- first 2 weeks ◾Embryo- weeks 3-8 ◾Fetus- week 9 to the remainder of pregnancy ◾Teratogens (e.g., alcohol can lead to fetal alcohol syndrome): external threats to fetal development ◾Week 9 is when the real fun begins (body rapidly develops humanistic characteristics) |
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Physical development continued |
◦Newborn development ◾Reflexes (sucking, breathing, tonguing) ◾Senses -Smell, taste, hearing (sense of touch seems to be indeterminate...) -Vision: preference for face-like shapes -Synaptic(connecting w/neurons) growth(connections w/ world,ex: language); pruning (connections that fade) -Myelination= fatting tissues that speed up connection around nerves -Temperament- biologically rooted at young age. Can persist even in adulthood |
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Cognitive development |
◦Theory of Mind (Piaget): Children have assumptions of other people’s beliefs. (Perhaps through their parent’s teachings or advices) ◦Idea that children reason differently than adults (think differently). |
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Cognitive development continued |
◦Schemas: Frameworks of the world in the child’s perspective ◾Assimilation: Fitting new information related to the schema. (Hawk) ◾Accommodation: Adapting the schema with the new information. (Dodo) |
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Cognitive development continued |
◦(Piaget) Children’s minds develop in stages ◾Sensorimotor (0 - 2 years) -Babies take in world through senses and actions (MUST explore!) --Object permanence (idea that an object exists even out of frame) is low ◾Pre-operational (around 6 or 7 years) -Irrational thinking (egocentric) -Represent things that happen but cannot do mental operations. (cannot understand that the tall glass has about the same amount of milk as the wide short glass: conservation) --Children are egocentric and cannot perceive things from another person’s perspective. ---Mistakenly bought your mom a doll you would like as a Christmas present ◾Concrete operational (around 7 years) -Children can finally understand that changing form is not changing quantity. (now they understand that the wide short glass has the same amount of milk as the tall glass) -Can understand mathematical operations (seven, EIGHT, nine) ◾Formal operational -Begin developing relative thinking. |
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Psychosocial development |
Erikson (e.g. young adulthood: intimacy vs. isolation) |
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Attachment styles (Ainsworth & Bowlby) |
◦Secure: Caregiver is both responsive and attentive to their child and vice versa ◦Anxious/Ambivalent: Caregiver is attentive BUT intrusive towards their child (their child perceives the parent’s interaction as restrictive) ◦Avoidant: Caregiver does not provide the child attentiveness and responsiveness to the child and vice versa (indifferent to each other) ◦Harlow’s Monkeys: hold onto cloth monkey rather than nourishing monkey ◾For the sake of support,familiarity, and contact comfort |
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Parenting styles |
◦Authoritative: High warmth/ High control Ex: Blind side ◦Authoritarian: Low warmth/ High control Ex: Military family ◦Permissive: High warmth/ Low control The middle? “JESUS” example ◦Neglectful: Low warmth/ Low control Ex: Home alone |
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Theories of motivation (drives, intrinsic/extrinsic, etc.) |
◦Drives to survive, reproduce, and aggress ◦Drive reduction theory & incentives ◾“Driven” to correct physiological imbalances -Physiological needs→ Psychological motivation (drives) ◾Drive energizes, but doesn’t direct behavior -Habit & learning direct behavior -Behaviors that reduce drives are reinforced ◾Incentives: External factors that “pull” behavior -Push-pull between drives & incentives (avoids or attracts desired behavior) ◾Homeostasis: Internal balance /equilibrium (emotion needs balance too!) ◾Hunger, thirst, sleep, coldness, heat, sex, pain, urination.. |
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Theories of motivation (drives, intrinsic/extrinsic, etc.) continued |
◦Arousal Theory ◾Motivation to maintain appropriate level of arousal -Avoid both over AND under-stimulation -Sensation-seeking? ◾Yerkes-Dodson law: Performance is best at medium arousal |
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Theories of motivation (drives, intrinsic/extrinsic, etc.) continued |
Maslow’s hierarchy of needs |
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Theories of motivation (drives, intrinsic/extrinsic, etc.) continued |
◦Modern needs theory: Self-determination ◾3 Basic psychological needs -Need: Condition that is necessary for life, growth, and well-being ◾Autonomy: Control over our environment -Self-direction ◾Competence: Mastery of our environment -Optimal challenges ◾Relatedness(connectedness): close, positive relationships w/ others -Social interactions |
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Theories of motivation (drives, intrinsic/extrinsic, etc.) continued |
◦Intrinsic & extrinsic motivation ◾Intrinsic -Inherent interests; personal desires --Do things FOR THEIR OWN SAKE -Facilitates persistence, creativity -Best for learning & well-being ◾Extrinsic -Environmental incentives & consequences --Carrot vs stick: Rewards & punishment -Less persistence -Can undermine intrinsic motivation Note: There are many levels of extrinsic incentives and motivations and they can be simultaneously experienced. |
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Theories of motivation (drives, intrinsic/extrinsic, etc.) continued |
◦Social Needs: Achievement ◾Achievement: Desire for accomplishment, mastery ◾Moderately difficult tasks ◾Achievement goals -Mastery: Master task at hand -Performance-approach: Get good grade, show your ability -Performance-avoidance: Don’t fail at all costs |
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Theories of motivation (drives, intrinsic/extrinsic, etc.) continued |
◦Talent does not refine behaviors ◦Discipline refines behaviors ◦More social needs ◾Affiliation: Gain approval of others ◾Intimacy: Warm, secure relationships ◾Power: Influence over others -Men are directive (will give and tell you what they want done) -Women are democratic (open to other people’s opinions) |
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Hunger and sexual motivation |
◦Freud supported sexual motivation in both theories of emotion and motivation. His followers did not ◦Hunger is a drive as food deprivation is a need. |
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Attributions |
◦Explanations to how the result had occurred: positively and negatively ◦Self-Serving Bias ◾Attribute positively towards self and attribute negatively towards the situation ◦Observer-Actor Bias ◾If it is someone we do not know doing the action, we attribute them for themselves ◾If it is someone we know doing the action, we attribute them for the situation at hand |
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Attitudes and behaviors |
◦Attitudes are a person’s feelings and beliefs ◦Behaviors are a person’s actions manifested from their attitudes. |
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Obedience and conformity |
◦Obedience ◾Milgram Shock experiment ◾People follow others with authority and shift blame onto the experimenter -What increases/decreases obedience? ◦Conformity ◾Asch’s line experiment ◾Don’t want to be the odd person -What other factors can people conform to the majority? |
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Social Behaviors |
◦Social Facilitation: Tasks that are easy to us will be more simple when others are observing us. Tasks that are difficult for us will be impossible for us when others are observing Social Loafing:People tend to be de-motivated as they feel that their own work and ideas are dispensable and they hide in ambiguity Social Polarization:People’s initial beliefs and ideas become more extreme after participating in a meeting with people who agrees with them Echochamber Experiment |
