Psychology Chapter 3

Front 1

survey research. strengths and limitations

Back 1

- random selection of subjects
- self-report measures

strengths
- allows description of population
- efficient
- less costly

limitations:
-sample v. population (need to make sure sample is actually random)
- self-report bias (not always honest and accurate)

Front 2

experimental research steps

Back 2

- systematically vary an aspect of the situation
- control all others
- observe (measure) the effect

Front 3

variable

Back 3

a characteristic that varies (must have at least 2)

Front 4

independent variable

Back 4

- the variable the researcher MANIPULATES
- the CAUSE in the cause-effect relationship

Front 5

dependent variable

Back 5

- the variable the researcher MEASURES
- the EFFECT in the cause-effect relationship

Front 6

experimental group v. control group

Back 6

- experimental group= group exposed to the independent variable
- control group= group not exposed to the independent variable

Front 7

reason for having 2 groups

Back 7

- minimize expectancy effects
- you know only 1 variable influenced the outcome

Front 8

"expectancy effects"- ways to minimize

Back 8

- when people know theyre being studied so it can affect behavior
- "single blind"- subject doesnt kow theyre being studied/isnt positive theyre being affected
- "double-blind"- subject and researcher knows who's being affected

Front 9

logic of experimentation

Back 9

any effects on the DV must be caused by the IV

Front 10

correlation research

Back 10

- "natural experiments" that they cannot test in a controlled environment because it would not be ETHICAL
- tests to what extent 2 variables are related
ex) effects of children watching violent television

Front 11

features of the correlation: direction

Back 11

- positive correlation: when HIGH vales of one variable are associated with HIGH values of another variable
- vary in the SAME direction

- negative correlation: when LOW values of a variable are associated with LOW values of another variable
- vary in the OPPOSITE direction

Front 12

features of the correlation: strength

Back 12

- how close is the relationship?
- how accurate is the prediction?
- perfect (which is rare), high, moderate, weak

Front 13

measuring correlation: correlation coefficient

Back 13

(r)
strongest negative= -1
strongest positive= +1
no relationship= 0

Front 14

correlation and causality: limitations

Back 14

- correlation DOES NOT imply CAUSATION
-- it can predict relationships but not tell why/how
- in a correlation study you CANNOT control all conditions
- there are UNCONTROLLED confusing "third" variables

Front 15

correlation and causality: strengths

Back 15

- "natural experiments" allow to study phenomena that cannot be studied experimentally

Front 16

learning

Back 16

- the change in an organisms behavior or mental processes as a result of experience

Front 17

pavlov and his dogs

Back 17

- studying digestion in dogs, pavlov used meat powder to stimulate digestive juices
- after awhile the dogs began to salivate at:
- the sight of the powder
- the sound of footsteps of the assistant who brought the powder

Front 18

UCS- unconditioned stimulus

Back 18

produces an automatic "reflex" response without learning

Front 19

UCR- unconditioned response

Back 19

automatic "reflect" response to the UCS

Front 20

CS- conditioned stimulus

Back 20

when a NEUTRAL stimulus is presented repeatedly before a UCS it elicits a CR
ex) ringing bell before food

Front 21

CR- conditioned response

Back 21

learned response (same as the UCR but usually less intense)
ex) salivating at ringing bell

Front 22

classical conditioning phases: acquisition

Back 22

the learning phase during which a CR is established

Front 23

classical conditioning phases: extinction

Back 23

the gradual decrease in and elimination of the CR
- when the CS is presented repeatedly without the UCS
ex) ring tone w/o giving food

Front 24

classical conditioning phases: spontaneous recovery

Back 24

- the sudden emergence of an extinguished CR
- occurs when the CS is presented after a pause in extinction trials

Front 25

classical conditioning phases: renewal effect

Back 25

- tendency of an extinguished CR to return when revisiting the original conditioning environment at a later time
- occurs without further conditioning trials

Front 26

aspects of classical conditioning: stimulus generalization

Back 26

- CR occurs when a stimulus that is SIMILAR, but not identical, to the CS is presented
ex) different tone

Front 27

aspects of classical conditioning: stimulus discrimination

Back 27

- CR DOES NOT occur when a stimulus that is similar, but not identical, to the CS is presented
- opposite of stimulus generalization

Front 28

aspects of classical conditioning: higher-order conditioning

Back 28

- when an established CS is paired with a neutral stimulus, the neutral stimulus becomes a CS

Front 29

aspects of classical conditioning: aversive conditioning

Back 29

- classical conditioning to an unpleasant UCS
-- the UCR and CR are an AVOIDANCE (escape) respose
ex) little albert

Front 30

What does the Little Albert experiment prove?

Back 30

that human behavior can be shaped by direct control of an environment

Front 31

behaviorism as a method

Back 31

- Psychology should only focus on OBSERVABLE BEHAVIOR
- behavior is caused by events in the environment, not biology or inheritance, and not "internal events"
- thinking and emotion lay outside the domain of scientific psychology because they cannot be directly observed

Front 32

what does classical conditioning help us understand?

Back 32

- how the stimulus of an involuntary responses can be changed
-how AUTOMATIC responses (reflexes) occur in the presence of previously neutral stimuli

Front 33

Explain Thorndike's puzzle box? what does it show?

Back 33

- hungry cat, piece of fish outside
- must pull string to escape
- flails until it accidentally finds correct solution
- time to escape decreases GRADUALLY

- shows the learning of new VOLUNTARY behaviors

Front 34

Law of effect

Back 34

- if a RESPONSE occurs in the presence of a STIMULUS and is FOLLOWED by a SATISFYING STATE OF AFFAIRS the BOND between stiumulus and response will be STRENGTHENED
aka
if a stimulus provokes a response that is followed by a series of satisfying affairs the bond between the stimulus and response will be strengthened