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86 Cards in this Set
- Front
- Back
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Reliability |
Is the test replicable? |
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Validity |
Does test measure what it claims to measure? |
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Falsifiability |
Can test be proven false? |
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Stanford-Binet IQ Test |
Test assesses comprehension, attention, higher mental capacities, rather than sensory capacities. |
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Weschler Intelligence Test |
similar to Stanford-Binet |
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Raven's Progressive Matrices |
nonverbal test of fluid intelligence, measures the "meaning making" component (s) of Spearman's general intelligence (g) |
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Fluid Intelligence |
ability to abstract reason, solve problems, independent of education and experience |
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Crystallized Intelligence |
dependent on education and experience |
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Spearman |
supported unitary intelligence, there is one general intelligence (g) and many specific intelligences (s) like English, Math, etc. |
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Gardner |
supported multiple intelligences: logic, math, language, etc. music, bodily movement, sensitivity, these intelligences need not be related |
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Sternberg |
proposed the triarchic theory of intelligences 1. Emotional: ability to regulate emotions and interpret others' 2. Machiavellian: manipulate others for personal gain 3. Practical: problem-solving based on tacit knowledge |
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Aptitude Tests |
like the SAT, assumes prior training and experience will influence results |
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Social Darwinism |
Some used Darwin's theory to justify economic and political inequality, intelligence is inherited and certain individuals are born better than others, these people have more resources |
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Galton on Intelligence |
Intelligence is inherited, best indicated by sensory capacity, most noblemen related by blood 1. Anthropometric Lab: standardized testing of sensory capacities 2. Twin studies to determine heredity v. environment Eugenics will help us maintain or increase intelligence levels |
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Plato on Intelligence |
Intelligence is not inherited, do not let power hungry people rule, do not allow nepotism |
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Bell Curve |
Theory assumes that US is a meritocracy. 1. Intelligence is largely inherited. 2. Education and social status are correlated to IQ. 3. More intelligent women are having fewer children. |
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Flynn Effect |
IQ and test scores have actually been rising. People are getting better at taking tests. |
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Burt |
Suggested that intelligence tests be administered at age 11, which would indicate what school children will attend and what jobs they will assume. Burt used Galton's twin methods to deduce intelligence is inherited. |
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Steele |
Suggested that lower societal expectation, reinforced through negative stereotypes, leads to individuals performing worse on objective tests |
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Freud on Personality |
Id: instant gratification Ego: arises with reason and control Superego: police voice in your head, engrained values of society |
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Freud Defense Mechanisms |
Repression: keep anxieties buried and hidden Displacement: puts anger onto a weaker target Projection: projecting one's owns thoughts onto another target Reaction Formation: acting the opposite of natural inclination |
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Allport |
compiled a list of over 18,000 traits that describe individuals, focus on individual cases (idiographic), projective, categorized into three categories: cardinal, central, and secondary traits |
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Psychometric |
based on large samples, nomothetic, likely structured |
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Cattell |
relied on stats to explore relationships between traits (Galton had pioneered correlation techniques), emphasized inherited traits, reduced Allport's list to 16 traits: 16 PF |
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Eysenck |
relied on data gathering using self-reporting questionnaires and also placed emphasis on inheritance, developed the EPQ hierarchy: observable responses, habits, traits, types |
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EPQ |
based on three dimensions 1. introversion/extroversion 2. stability/neuroticism 3. impulse control/psychoticism assumes these dimensions are universal |
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Big Five |
Openness to Experience Conscientiousness (disciplined, dutiful) Extroversion Agreeableness (compassion) Neuroticism (how you deal with discomfort) |
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Cattell "Source Traits" |
underlying cause of surface traits |
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Cattell "Surface Traits" |
observable actions that are related to one another |
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Projective Tests |
Allport's 18,000 traits, Rorschach Inkblots, TAT ambiguous questions, open-ended responses less reliable bc larger variance in scores allow for more variance, use idiographic approach |
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Structured Test |
MMPI, CPI, 16 PF ask specific, close-ended questions, require specific answers, more objective, used on mass scale, tests develop typologies and characteristics of types, arise out of psychometric tradition, nomothetic approach |
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Nomothetic Approach to Personality Assessment |
Focus is on the distinction between different groups rather than the meaning of the questions |
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Social Learning Theory |
Behavior is learned and can therefore be reshaped. Abnormal behavior can be made normal. Bandura shows that TV teaches kids aggression. Seligman showed that dogs learne to be hopeless. |
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Vocational Tests |
Structured, Nomothetic, identify the fit for an individual in a particular job, test assumes behavioral consistency and consistency across generations |
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Meyer's Briggs Test |
arises out of theory by Karl Young, low on reliability and validity, loved in industry |
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NEO Test |
comes from trait research, focuses on Big Five Traits (OCEAN) |
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Rorschach Inkblots |
when you describe ambiguous inkblot, your interpretation is colored by your own experiences |
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TAT |
you are given a scene and asked to tell a story behind it |
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Schizophrenia |
a prolonged deterioration of daily activities observe atleast 2 out of 5: 1. Hallucinations 2. Delusions 3. Disorganized Speech and Actions 4. Multiple Personality 5. Inappropriate or lack of Emotional Response |
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Paranoid Schizophrenia |
disruption of cognitive processes, delusions of people plotting against them and their family |
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Catatonic Schizophrenia |
rigidity in actions, staying still, fast or strange movements |
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Depression |
mood disorder, lasting weeks, little interest or pleasure of motivation |
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Bipolar Disorder |
person alternates between mood swings, mania is the opposite of depression in that people are not cheerful but just constantly feeling nothing |
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Generalized Anxiety Disorder |
frequent and exaggerated worries |
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Panic Disorder |
Panic attacks, comes with agoraphobia (fear of open or public spaces) and social phobia (avoidance of other people) |
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Avoidance behaviors |
highly resistant to extinction, give way to superstition |
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Watson |
demonstrated that phobias are learned, introduced white rat with loud noise (conditioned learning) |
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OCD |
obsessions (repetitive, unwelcome streams of thought) and compulsions (repetitive, almost irresistible action) |
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Behavior Therapy |
attempt to achieve therapy goal through learning, like the potty pages that vibrates when children wet the bed |
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Cognitive Therapy |
attributional therapy, seeks to improve psychological well-being by changing interpretation of events |
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Exposure Therapy |
systematic desensitization, a method of gradually exposing people to the object of their fear |
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Psychoanalysis |
championed by Freud, brings unconscious thoughts and emotions to consciousness |
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Humanist Therapy |
Carl Rogers' patient centered therapy, offers little advice or interpretation of patient's experience |
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Universals in Stage Models |
step-wise, universal, unidirectional, linked with biology |
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Piaget Stage Model |
Schema are the blocks of development, a pattern of cognition that guides interactions with the environment, interactions involve continual adaptation (assimilation and accommodation) |
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Assimilation |
how new experiences are incorporated into existing schemas |
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Accomodation |
how existing schemas are altered to incorporate new experiences |
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Piaget's Stages |
Child grows less egocentric throughout 1. Sensorimotor: child has no sense of self (Rouge test), everything is new, all responses are motor, no object permanence 2. Pre-operational: child lacks operations, can't see other perspectives, lacks conservation 3. Concrete Operations: child knows conservations of physical properties 4. Formal operations: child can think of hypotheticals and ideas larger than themselves |
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Kohlberg Stage Model |
moral development, also focused on cognition 1. avoid punishment, seek reward 2. doing what society and norms require 3. acting according to internalized principles |
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Vygotsky |
takes relationships and environment into account, psychological field (social space that subject is subjectively aware of) matters, ideal forms, individuals create new behavior together |
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Ideal Forms |
the "correct" way to do things, chewing politely, shaking hands, etc. |
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Zone of Actual Development |
level of development child can attain alone, what Binet was testing |
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Zone of Proximal Development |
difference between score achieved alone and when interacting with supportive adult |
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Bowlby Attachment Stage Model |
1. Pre-attachment 2. Beginning of Attachment 3. Attachment 4. Mother-Infant Partnership |
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Harlow |
chimp studies, infants need food but also comfort and security from caregiver |
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Strange Situation |
Ainsworth, |
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Self-Reference Effect |
Easier to remember stuff when it references you |
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Self-monitoring |
human chameleons |
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Strategy in Self-Presentation |
people try developing self-presentation, ingratiation (flattery), intimidation (threaten), self-promotion, exemplification, supplication (beseech help) |
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James |
Stream of Consciousness: at one time we only occupy one particular point in the stream, consciousness has evolved to be multilayered bc it helps us survive |
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Goffman |
Drama Model, front stage and back stage |
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Transformational Grammar |
a system for converting a deep structure (underlying logic of a sentence) into a surface structure (sequence of words as spoken) |
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Morpheme |
smallest grammatical unit of meaning, tree |
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Phoneme |
smallest grammatical unit of sound, p- |
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Sapir-Whorf Hypothesis |
the structure of a language determines or greatly influences the modes of thought and behavior characteristic of the culture in which it is spoken. |
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Sherif |
Auto-kinetic effect, people confirm to norms even is those norms are wrong or arbitrary. |
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Asch |
had different size lines projected, people could clearly see they were correct, yet the group made them doubt themselves |
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Goffman |
insanity is a social construction, they're just not normal |
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Moscovici |
leadership a minority, they just need a better argument for us |
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Milgram |
It is all about the context that people are in |
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Realistic Conflict Theory |
Rational theory, based on materialism, aggression is driven by competition for resources, Sherif's experiment with boys at summer camp |
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Equity Theory |
Rational theory, based on materialism, look at input to output ratio |
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Displaced Aggression Theory |
conflict is not rational, Freud, displace aggression onto weaker others |
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Social Identity Theory |
we show bias even when its arbitrary because there's a human need to be associate with positive and unique identity groups |
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Pragmatic Love |
love is one thing on a shopping list, gotta do it at 28 |
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OCEAN |
openness to new experience conscientiousness extroversion agreeableness neuroticism |
