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108 Cards in this Set
- Front
- Back
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Psychology |
Is defined as the scientific study of behavior and mental processes. |
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Goals of Psychology |
Describe, explain, predict, & control behavior. |
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What makes psychology science? |
Many people believe that a field is a science because of the nature of its body of knowledge. |
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Scientific Method |
The orderly, systematic procedures that researchers follow as they identify a research problem, design a study to investigate the problem, collect and analyze data, draw conclusions, and communicate other findings. |
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Theory |
A general principle or set of principles proposed to explain how a number of separate facts are related. |
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Birth & Father of Psychology. |
Wilheim Wundt (1832-1920) |
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Correlation Method |
A research method used to establish the degree of relationship (correlation) between two characteristics, events or behaviors |
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Positive and Negative Correlation |
Ex. Positive correlation: the hotter it is , more people will be at the beach. Ex. Negative: variables moving opp. The more you get paid, the more you'll spend. |
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Correlation Coefficient |
A numerical value that indicates the strength and direction of the relationship between two variables. +1.00 a perfect positive correlation// -1.00 a perfect negative correlation. |
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Critical Thinking |
The process of objectively evaluating claims, propositions, and conclusions to determine whether they follow logically from the evidence presented. |
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Critical Thinking |
The process of objectively evaluating claims, propositions, and conclusions to determine whether they follow logically from the evidence presented. |
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Independent Variable |
A factor or condition deliberately manipulated to determine whether it causes any change in another behavior condition. It's also known as the stimulus. |
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Critical Thinking |
The process of objectively evaluating claims, propositions, and conclusions to determine whether they follow logically from the evidence presented. |
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Independent Variable |
A factor or condition deliberately manipulated to determine whether it causes any change in another behavior condition. It's also known as the stimulus. |
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Dependent Variable |
A factor or condition measured to determine the impact of the experimental manipulation. Also known as the response. |
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Critical Thinking |
The process of objectively evaluating claims, propositions, and conclusions to determine whether they follow logically from the evidence presented. |
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Independent Variable |
A factor or condition deliberately manipulated to determine whether it causes any change in another behavior condition. It's also known as the stimulus. |
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Dependent Variable |
A factor or condition measured to determine the impact of the experimental manipulation. Also known as the response. |
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Confounding Variables |
Factors other than the independent variables that are unequal across groups. |
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Critical Thinking |
The process of objectively evaluating claims, propositions, and conclusions to determine whether they follow logically from the evidence presented. |
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Independent Variable |
A factor or condition deliberately manipulated to determine whether it causes any change in another behavior condition. It's also known as the stimulus. |
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Dependent Variable |
A factor or condition measured to determine the impact of the experimental manipulation. Also known as the response. |
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Confounding Variables |
Factors other than the independent variables that are unequal across groups. |
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3 sources of bias |
Selection, placebo effect, and experimenter bias . |
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Critical Thinking |
The process of objectively evaluating claims, propositions, and conclusions to determine whether they follow logically from the evidence presented. |
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Independent Variable |
A factor or condition deliberately manipulated to determine whether it causes any change in another behavior condition. It's also known as the stimulus. |
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Dependent Variable |
A factor or condition measured to determine the impact of the experimental manipulation. Also known as the response. |
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Confounding Variables |
Factors other than the independent variables that are unequal across groups. |
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3 sources of bias |
Selection, placebo effect, and experimenter bias . |
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Selection Bias |
Occurs when participants are assigned to experimental or control groups in such a way that systematic differences among the groups are preset at then beginning of the experiment. |
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Critical Thinking |
The process of objectively evaluating claims, propositions, and conclusions to determine whether they follow logically from the evidence presented. |
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Independent Variable |
A factor or condition deliberately manipulated to determine whether it causes any change in another behavior condition. It's also known as the stimulus. |
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Dependent Variable |
A factor or condition measured to determine the impact of the experimental manipulation. Also known as the response. |
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Confounding Variables |
Factors other than the independent variables that are unequal across groups. |
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3 sources of bias |
Selection, placebo effect, and experimenter bias . |
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Selection Bias |
Occurs when participants are assigned to experimental or control groups in such a way that systematic differences among the groups are preset at then beginning of the experiment. |
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Placebo Effect |
Response to a treatment caused by a persons expectations, not the treatment. |
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Experimenter Bias |
A researchers expectations influence the experiments results. |
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Experiment Groups |
Exposed to the independent variable. |
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Experiment Groups |
Exposed to the independent variable. |
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Control group |
Exposed to the same experimental environment but not given the independent variable. |
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Wilheim Wundt |
Considered the father of psychology, studied social and cultural influences on human thought. Est. first psychology laboratory. |
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Wilheim Wundt |
Considered the father of psychology, studied social and cultural influences on human thought. Est. first psychology laboratory. |
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William James |
Main advocate of functionalism. Studied behavior as well. |
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Wilheim Wundt |
Considered the father of psychology, studied social and cultural influences on human thought. Est. first psychology laboratory. |
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William James |
Main advocate of functionalism. Studied behavior as well. |
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Sigmund Freud |
Focused on the unconscious and the early childhood experiences. |
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John Watson |
Named Behaviorism. |
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John Watson |
Named Behaviorism. |
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Carl Rogers |
Client centered therapy - client directs a discussion on his or her own view of the problem. - the therapists analysis is less the focus of therapy |
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John Watson |
Named Behaviorism. |
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Carl Rogers |
Client centered therapy - client directs a discussion on his or her own view of the problem. - the therapists analysis is less the focus of therapy |
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Abraham Maslow |
- theory of motivation - emphasizes hierarchy of needs |
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Skinner |
-operant conditioning: emphasizes the importance of reinforcement in learning, shaping, and maintaining behavior. -behavior that is reinforced is likely to be repeated. |
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Funcionalism |
How humans and animals use mental processes to adapt to their environment. |
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Behaviorism |
-Named by John Watson -Refined psychology as the science of behavior. - Observable, measurable behavior is the only appropriate subject matter - Environment is the key determinant of behavior |
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Behaviorism |
-Named by John Watson -Refined psychology as the science of behavior. - Observable, measurable behavior is the only appropriate subject matter - Environment is the key determinant of behavior |
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Psychoanalysis |
Personality Theory developed by Sigmund Freud. - Psychoanalysis: treatment method of psychological disorders. - Psychoanalytic: individuals thoughts, feelings, and behavior as determined primarily by the unconscious. |
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Humanistic Psychology |
Humans have the capacity for choice, growth, and psychological health. -positive view of human nature "People are innately good" "Humans posses free will" Contributors: Abraham Maslow & Carl Rogers |
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Positive Psychology |
The scientific study of psychological characteristics that enable individuals and communities to thrive ain the face of adversity. |
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Cognitive psychology |
The role of mental processes-perception, thinking, and memory- that underlie behavior. Example: the student does not use effective learning strategies. |
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Cognitive psychology |
The role of mental processes-perception, thinking, and memory- that underlie behavior. Example: the student does not use effective learning strategies. |
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Evolutionary psychology |
The roles of inherited tendencies that have proven adaptive in humans. Example: the student believe that studying is unimportant because potential mates are more interested in his physical appearance and capacity for social dominance than they are in his grades. |
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Cognitive psychology |
The role of mental processes-perception, thinking, and memory- that underlie behavior. Example: the student does not use effective learning strategies. |
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Evolutionary psychology |
The roles of inherited tendencies that have proven adaptive in humans. Example: the student believe that studying is unimportant because potential mates are more interested in his physical appearance and capacity for social dominance than they are in his grades. |
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Biological Psychology |
The role of biological processes and structures, as well as heredity, in explaining behavior. Example: an inappropriate level of emotional arousal (I.e test anxiety) is preventing this student from performing at an optimal level. |
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Cognitive psychology |
The role of mental processes-perception, thinking, and memory- that underlie behavior. Example: the student does not use effective learning strategies. |
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Evolutionary psychology |
The roles of inherited tendencies that have proven adaptive in humans. Example: the student believe that studying is unimportant because potential mates are more interested in his physical appearance and capacity for social dominance than they are in his grades. |
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Biological Psychology |
The role of biological processes and structures, as well as heredity, in explaining behavior. Example: an inappropriate level of emotional arousal (I.e test anxiety) is preventing this student from performing at an optimal level. |
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Socialcultural |
The roles of social and cultural influences on behavior. Example: the student does not want to be perceived as a "nerd" so he studies just enough to avoid failing. |
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Cognitive psychology |
The role of mental processes-perception, thinking, and memory- that underlie behavior. Example: the student does not use effective learning strategies. |
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Evolutionary psychology |
The roles of inherited tendencies that have proven adaptive in humans. Example: the student believe that studying is unimportant because potential mates are more interested in his physical appearance and capacity for social dominance than they are in his grades. |
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Biological Psychology |
The role of biological processes and structures, as well as heredity, in explaining behavior. Example: an inappropriate level of emotional arousal (I.e test anxiety) is preventing this student from performing at an optimal level. |
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Socialcultural |
The roles of social and cultural influences on behavior. Example: the student does not want to be perceived as a "nerd" so he studies just enough to avoid failing. |
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Replicstion |
The process of repeating a study to verify research findings |
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Neuroscience |
Combines the work of psychologists, biologists, biochemists, and etc.. To study the structure and function of the nervous system. |
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Action potential |
The sudden reversal of the resting potential, which initiates the firing of the neuron. |
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Action potential |
The sudden reversal of the resting potential, which initiates the firing of the neuron. |
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Resting potential |
The slight negative electrical potential of the axon membrane of a neuron at rest, about 70 millivolts. |
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Behavioral Genetics |
A field of research that uses twin studies and adoption studies to investigate the relative effects of heredity and environment on behavior. |
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Cerebellum |
The brain structure that helps the body execute smooth, skilled environments and regulate muscle tone and posture. Coordinates movements such as walking in a straight line or your finger touching the tip of your nose. |
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Cerebellum |
The brain structure that helps the body execute smooth, skilled environments and regulate muscle tone and posture. Coordinates movements such as walking in a straight line or your finger touching the tip of your nose. |
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Cerebrum |
The largest structure of the human brain, consisting of the two cerebral hemispheres connected by the corpus collosum and covered by the cerebral cortex. Thinking part of your brain! |
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Cerebellum |
The brain structure that helps the body execute smooth, skilled environments and regulate muscle tone and posture. Coordinates movements such as walking in a straight line or your finger touching the tip of your nose. |
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Cerebrum |
The largest structure of the human brain, consisting of the two cerebral hemispheres connected by the corpus collosum and covered by the cerebral cortex. Thinking part of your brain! |
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Cerebral Cortex |
The gray, convoluted covering of the cerebral hemispheres that is responsible for the higher mental processes of language, memory, and thinking. |
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Cerebellum |
The brain structure that helps the body execute smooth, skilled environments and regulate muscle tone and posture. Coordinates movements such as walking in a straight line or your finger touching the tip of your nose. |
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Cerebrum |
The largest structure of the human brain, consisting of the two cerebral hemispheres connected by the corpus collosum and covered by the cerebral cortex. Thinking part of your brain! |
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Cerebral Cortex |
The gray, convoluted covering of the cerebral hemispheres that is responsible for the higher mental processes of language, memory, and thinking. |
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Corpus callosum |
The thick band of nerve fibers that connects the two cerebral hemispheres and make possible the transfer of info and the synchronization of activity between the hemispheres |
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Cerebellum |
The brain structure that helps the body execute smooth, skilled environments and regulate muscle tone and posture. Coordinates movements such as walking in a straight line or your finger touching the tip of your nose. |
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Cerebrum |
The largest structure of the human brain, consisting of the two cerebral hemispheres connected by the corpus collosum and covered by the cerebral cortex. Thinking part of your brain! |
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Cerebral Cortex |
The gray, convoluted covering of the cerebral hemispheres that is responsible for the higher mental processes of language, memory, and thinking. |
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Corpus callosum |
The thick band of nerve fibers that connects the two cerebral hemispheres and make possible the transfer of info and the synchronization of activity between the hemispheres |
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Limbic System |
A group of structures in the brain, including the amygdala and hippocampus, that are collectively involved in emotional expression, memory, and motivation. |
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4 cerebral lobes |
Frontal, parietal, occipital, and temporal. |
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4 cerebral lobes |
Frontal, parietal, occipital, and temporal. |
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Frontal Lobe |
Largest lobe, includes motor cortex, Broca's area. |
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4 cerebral lobes |
Frontal, parietal, occipital, and temporal. |
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Frontal Lobe |
Largest lobe, includes motor cortex, Broca's area. |
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Parietal lobe |
(Where touch, pressure, temp, and pain register) and other areas that are responsible for the body awareness and spatial orientation. |
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Occipital lobes |
The lobes that are involved in the reception and interpretation of visual info. They contain the primary visual cortex. |
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4 cerebral lobes |
Frontal, parietal, occipital, and temporal. |
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Frontal Lobe |
Largest lobe, includes motor cortex, Broca's area. |
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Parietal lobe |
(Where touch, pressure, temp, and pain register) and other areas that are responsible for the body awareness and spatial orientation. |
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Occipital lobes |
The lobes that are involved in the reception and interpretation of visual info. They contain the primary visual cortex. |
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Temporal lobes |
Involved in reception and interpretation of auditory information. |
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Medulla |
Control center for heartbeat, breathing, blood pressure, swallowing , and coughing. |
