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;
91 Cards in this Set
- Front
- Back
|
Psychology
|
scientific study of the behavior of individuals and their mental proccesses.
key words- behavior, individual, mental, scientific |
|
|
Scientific Method
|
set of orderly steps used to analyze and solve problems. factual basis for drawling conclusions
|
|
|
Behavior
|
means by which orgainsms adjust to their enviroment. action.
|
|
|
Behavioral Data
|
reports of observations about the behavior of organisms and the conditions under which the behavior occurs
|
|
|
Goals of Psychology
|
1. describing what happens
2. Explaining what happens 3. Predicitiong what happens 4. Controlling what happens |
|
|
How does each of teh four components of the definition of psychology contribute to the fields unique identity?
|
behavior- subject matter
indicidual- subjuct of psycho analysis mental procces- working of human mind, most imp. inquiry scientific- based on evidence collected |
|
|
Hermann Ebbinghaus
|
one of the first experimental psychologists
|
|
|
Wilhelm Wundt
|
critical figure in the evolution of moder psychology. born in Germany, founded first formal lab devoted to experimental psychology. wanted to discover sensation and perception
|
|
|
Edward Titchener
|
one of the first psyychologist in the US. founded a lab at cornell
|
|
|
William James
|
wrote The Principles of Psychology (consider most important text)
|
|
|
Psychodynamic Perspective
|
behavior is driven, or motivated, by powerful inner forces. actions stem from inherited instincts, biological drives, and attmepts to resolve conflicts b/w personal needs and society's demands. Believes sex and childhood are important but not everything (not full follower of Frued)
|
|
|
Psychoanalytic
|
Extremelly faithful to Frued
|
|
|
Sigmund Freud
|
emphasis on early childhood, personality formed in childhood (6 yrs- personality set)
|
|
|
Behaviorist Perspective
|
seek to understand how particular enviormental stimuli control particular kinds of behavior.
|
|
|
John Watson
|
argued that psychological research should seek the laws that govern observable behavior across species. Baby Albert experiment
|
|
|
B.F. Skinner
|
extended teh influence of behaviorism by expanding its analyses to the consequences of behaviors. Classical Conditioning Behaviorist
|
|
|
Operant Conditioning
|
focuses on consequences of behavior.
|
|
|
Cognitive Conditioning
|
study perception, memory, language use, decision making
|
|
|
Clinical Psychologists
|
how ppl cope with everday problems, need phd
|
|
|
Counceling Psychologists
|
how ppl cope with everday problems, need phd
|
|
|
Psychiatrists
|
how ppl cope with everday problems, need medical degree (7 years)
|
|
|
therapists
|
no board determinging therapists. can cousel without a license
|
|
|
Personality Pyschology
|
study what makes people different from each other
|
|
|
Industrial Psychology
|
study why job makes person depressed
|
|
|
Forensic Psyhologist
|
Determines if person was insane when person commited the crime
|
|
|
Developmental Psychologists
|
Studies what babies know about the world.
|
|
|
Cognitive Psychologists
|
Studies memory and thought
|
|
|
Expectancy Effects
|
occurs when a researcher or observer subtly communicates to the research participans the behaviors he or she expects to find- thereby producing the disered reaction. Under these circumstances, the experimenter's expectations, rather that the independent variable, actually help trigger the observed reactions
|
|
|
Placebo Effect
|
experimental participants change their behavior in the absense of any kind of experimental maniuplation.
|
|
|
Independent Variable
|
the factor that the researcher manipulates; it functions as the casual part of the relationship.
|
|
|
Dependent Variable
|
what the experimenter measures
|
|
|
Double-Bind Control
|
bias can be eliminated by keeping both the experimental assistants and participants unaware of, or blind to, which participants get which treatment.
|
|
|
Correlational Methods
|
used when they want to determine to what extent two varialbes, traits, or attributes are related.
|
|
|
Placebo Effect
|
occurs when experimental participants change thier behavior in the absence of any kind of experimental manipulation.
|
|
|
Correlation Coefficient
|
to determine the precise degree of correlation that exists b/w two variables, psychologists compute a statistical measure called CC. Value between 1 (perfect correlation) and -1 (perfect negative correlation). 0 no correlation at all.
|
|
|
Self- Report measures
|
verbal answers, either written or spoken, to questions researchers pose.
|
|
|
Naturalistic Observations
|
naturally occuring behavior is viewed by a researcher which makes no attempt to change or interfere with it
|
|
|
Case Study
|
focus on a small group or on individual. use because otherwise situationwould be unethical
|
|
|
Biological Psychology
|
study of never, brain development and how they interact including biological features, do things based on our biology. behavior linked to brain.
|
|
|
EEG
|
amplified tracing of teh breain activity. study relations between psychological activites and brain response.
|
|
|
PET scans
|
subjects are given different kinds of radioactive substances taht evetually travel to the brain, where they are taken up by active brain cells.
|
|
|
MRI
|
gives picture of the structure of the brain
|
|
|
fMRI
|
shows activity AND structure
|
|
|
Phineas Gage
|
3 ft. pole went through frontal lobe of brain, become irritable
|
|
|
Nervous System
|
composed of billions of highly specialized nerve cells, or neurons, that constitue the breain and the nerve fibers found throughout the body.
|
|
|
(CNS) Central Nervous System
|
Composed of all the neurons in the brain and spinal cord
|
|
|
(PNS) Perpheral Nervous System
|
made up of all the neurons forming the nerve fibers that connect the CNS to the body
|
|
|
Somatic nervous System
|
regualtes the actions of the body's skeletal muscles. voluntary muscles
|
|
|
Autonomic Nervous System
|
Sustain Basic Life Process. Controls involuntary muscles.
|
|
|
Sympathetic Dvision
|
governs responses to emergency situations
|
|
|
Parasympatetic Division
|
monitors the routine operation of the body's internal functions
|
|
|
Medulla
|
located at the very top of the spinal cord, in the center for breathing, blood pressure, and beating of the heart.
|
|
|
thalamus
|
channels incoming senosry infomration to the appropriate area of the cerebral cortex, where info is processed
|
|
|
cerebellum
|
coordinates bodily movements,controls posture, and maintains equilibrium
|
|
|
limbic system
|
mediates movtivated behaviors, emotional states, and memory processes.
|
|
|
hippocampus
|
largest of limbic system stuctures, plays an important role in the acuisition of memories and learning.
|
|
|
Amygdala
|
plays a role in emotional control and the formation of emotional memories
|
|
|
Hypothalamus
|
smallest structures in the brain, yet in plays a vital role in many of your most imporant daily actions, eating, body temp, homeostasis, sex
|
|
|
cerebrum
|
2/3 of brain mass. regulate the brain's higher cognitive and emotional functions.
|
|
|
frontal lobe
|
involved in motor control and cognitive activities, such as planning, making decisions and setting goals
|
|
|
temperal Lobe
|
responsible for the processes of hearing
|
|
|
occipital lobe
|
final destination for visual information
|
|
|
Broca's Area
|
speech, motor movement
|
|
|
medulla
|
controls hert beat, breathing, blood pressure
|
|
|
Wernicke's Area
|
speech, hearing, understanding
|
|
|
Neuron
|
cell specialized to receive, process, and/or trasmit info to other cells within the body
|
|
|
Dendrites
|
receive info from neuron,
|
|
|
Soma
|
cell body, keeps cell alive
|
|
|
Mylen Sheath
|
speeds up ions
|
|
|
Axon
|
ion channel
|
|
|
terminal buttons
|
sends info
|
|
|
synapse
|
space b/w neurons
|
|
|
nuerotransmitters
|
biochemical substances that stimulate other neurons
|
|
|
Acetylcholin
|
neurotransmitter for learning, memory, movement
|
|
|
GABA
|
inhibitory nerobtransmitter, suspends a lot of msgs so you can focus, bad anxiet if not enough gaba
|
|
|
Seratonin
|
all neutrons prodcue
for mood, depression |
|
|
Catecholamines
|
class of chemical sustances including dopamine, norepinephrine
|
|
|
dopamine
|
too little- depression
too much- schizophrenia too little- parkinsons too much-Huntingtons |
|
|
Norepinephrine
|
alertness, response to challenge
too little- depression |
|
|
Endorphine
|
control of emotional behavior and pain, originates w/i body
|
|
|
Plasticty
|
changes in proformance of brain
|
|
|
Learning
|
process that results in realtiely consistent change in behavior or behavior potential and is based on experience
|
|
|
Classical Conditioning
|
type of learning, a basic form of learning in which one stimulus or event predicts the occurrence of another stimulus or event. learning by association, Ivan Pavlov (dog and bells), John Watson (little albert)
|
|
|
UCS (unconditioned stimulus)
|
any stimulus that natually elicits a reflexive behavior
(food) |
|
|
UCR (unconditioned response)
|
behavior elicited by the unconditioned stimulus
(salvation) |
|
|
CS (Condiitoned Stimulus)
|
the neutral stimulus paired with the UCS
|
|
|
CR (Conditioned Response)
|
the CS will produce at CR
|
|
|
acquisition
|
the process by which the CR is first elicited and gradually increase in frequency over repeated trials.
|
|
|
Extinction
|
when the CR no longer appears in the presence of the CS (and the absense of the UCS)
|
|
|
Spontaneous Recovery
|
sudden reappearance of the CR after a rest period without further exposure to the UCS
|
|
|
law of effect
|
a response that is followd by satisfaying consequences becomes more probable and a response that is followed by dissatisfying consequences become less probable
|
