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67 Cards in this Set
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psychology |
scientific study of behaviour (actions and responsesthat we can observe) and the mind (internal states and processes that we cannot observe.) |
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9 types of Psychology |
clinical psychology, cognitive psychology, psycholinguistics, biopsychology, developmental psychology, experimentalpsychology, industrial-organizationalpsychology, personality psychology, social psychology |
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Empirical evidence |
evidencegathered through experience and observation |
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Confirmation bias |
payingattention to info that is consistent with our beliefs & ignoring info thatis not |
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Scientific Process |
evolution of knowledge
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Criticalthinking |
takingan active role in understanding the world around you instead of just processinginformation given to you & evaluating the validity of something presentedto you as a fact |
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5 steps to thinking critically (in regards to a psychological study) |
1. Lookat what the claim is 2. Who ismaking the claim 3. What’s the evidence, and how good is it? 4. Are other explanations possible? 5. What is the most appropriate conclusion? |
look. who. what. other. what.
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4 Goals of Psychology |
1. describehow people and other animals behave (say what we areseeing, what people are saying) 2. explainand understand the causes of those behaviours (experiments) (what causes those behaviours) 3. predicthow people and animals will behave under certain circumstances 4. influenceor control behaviours through knowledge and control of its causes to enhance humanwelfare (knowing what they are gonna do) |
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Basic Research |
quest for knowledge for its own sake |
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Applied Research |
designed to solve specific problems |
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Levels of Analysis |
1. Biologicallevel – brain processes and genetic influences (eg. Certain parts of yourbrain tell you when you are hungry. If those are not functioning properly, youwill likely overeat because there is nothing telling your body you are full) 2. Psychologicallevel – thoughts, feelings, motives (eg. Eating because you are stressedor upset) 3. Environmentallevel – past, current, social and physical environments to which we areexposed (eg. Enjoying insects on crackers because that is a cultural foodprefence of your culture you grew up in) |
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Mind-bodyinteractions |
relations between mental processes in the brainand functioning of other bodily systems |
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mind-body problem |
is the mind a spirit separate from the body oris it apart of the body’s activities? |
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mind-body dualism |
belief that the mind is a spirit that is not affectedby the physical laws that restrain the body |
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Rene Descartes |
proposed that the mind and the body interactthrough the brain’s pineal gland . |
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dualism |
no amount of research on the physical body couldunravel the mysteries of the mind |
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monism |
mind and body are one and there is no spirit(mental events relate back to physical events in the brain) = helped set thestage for psychology because it implied that the mind could be studied bymeasuring processes within the brain |
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British Empiricism |
all ideas and knowledge are gained through thesenses = observation is a valid approach to knowledge against pure reason, asreason has the potential of error JOHN LOCKE |
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psychophysics |
how experienced sensations depend on thecharacteristics of the physical stimuli |
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structuralism |
analysis of the mind in terms of its basicelements - used the method of “looking within” to study sensations - criticized for being too subjective |
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functionalism |
study the functions of consciousness rather thanits structure is in - cognitive psychology (mental processes) - evolutionary psychology (adaptiveness of behaviour) |
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psychodynamic perspective |
searches for the causes of behaviour within theinner workings of our personality, focusing on unconscious processes HOW BEHAVIOUR SPRINGS FROM UNCONSCIOUS DRIVES AND CONFLICTS |
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Sigmund Freud
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believed we naturally had sexual andaggressive drives and since these traits were punished in childhood, we grew tofear them and become anxious when we discover them, which in turn led us todevelop defence mechanisms practiced free association PSYCHODYNAMIC PERSPECTIVE |
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free association |
expressing any thoughts that came to mind (patients would remember“forgotten” childhood memories and often symptoms would improve after relivingthe traumatic experiences) |
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pscychoanalysis |
analysis of internal and primarily unconsciouspsychological forces |
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according to the psychodynamic perspective, what causes psychological problems?
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motives in part of mind we are not aware of unresolved conflicts of the past developing “defence mechanisms” to cope a struggle between impulses and defence ALLUNCONSCIOUS |
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Modern Psychodynamic Theory |
early childhood memories and events shape our view of ourselves and others |
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Behavioural Perspective |
role the external environment plays ingoverning our actions HOW WE LEARN OBSERVABLE RESPONSES Welearn everything, we are a blank slate at birth… biology doesn’t matter…everything we do is based on what we learn after birth |
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Ivan Pavlov
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experiment found that dogs automatically began to salivate at acertain sound – as long as that sound was repeatedly paired with food
BEHAVIOURAL PERSPECTIVE |
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law of effect |
responses followed by satisfaction are morelikely to recur, while those that are followed by dissatisfaction are lesslikely to |
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behaviourism |
environmental control of behaviour throughlearning |
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BF Skinner |
believed society could use the power of the environmentto change behaviour in beneficial ways (radical behaviourism) BEHAVIOURAL PERSPECTIVE |
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behaviour modification |
aimed at decreasing problem behaviours andincreasing positive ones by manipulating environmental factors |
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cognitive behaviourism |
learning and the environment affect ourbehaviour by giving us the info we need to behave effectively Linkbetween behaviour & cognitive perspective •Learn new behaviours by observing actions of others • is 2-way–Environmentinfluences us - we influence environment |
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Humanistic Perspective |
•Emphasizes: –Consciousmotives –Freedom –Choice –Self-actualization free will, personal growth and the attempt tofind meaning in one’s existence HOW WE MEET OUR NEEDS FOR LOVE AND ACCEPTANCE AND ACHIEVE SELF-FULFILLMENT |
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self-actualization |
the reaching of one’s individual potential |
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According to humanistic perspective, what is a basic need of humans? |
social acceptance and compassion
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what does humanistic perspective emphasize? |
consciousmotives freedom and choice self-actualization: reaching one’s individualpotential |
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Cognitive Perspective |
how do mental processes influence motives, emotions, behaviors? examines the nature of the mind and how mentalprocesses influence behaviour HOW WE PROCESS, ENCODE, STORE, AND RETRIEVE INFORMATION *Humansare information processors and problem solvers* |
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gestalt psychology |
how the mind organizes elements of experienceinto whole perception (perceptions are organized so that the “the whole isgreater than the whole of its parts) |
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when was the cognitive perspective at its peak? |
1960s-1970s |
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cognitiveneuroscience |
represents the intersection of cognitivepsychology and biological perspective within psychology ( uses brain-imagingdevices to examine brain activity while people do cognitive tasks) |
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Sociocultural Perspective |
–Roleof culture in behaviour –Mannerin which culture is transmitted –Similaritiesand differences between people in different cultures how social and cultural learning influence ourbehaviour, thoughts and feelings |
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what are the three types of presence? |
physical presence, implied presence, and imagine presence |
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socialization |
process of learning to behave in a way that is acceptable to society |
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what is the difference between individualism and collectivism?
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individualism - achievements of personal goals & self identity based on one owns attributes (NORTH AMERICA AND EUROPE) collectivism - practice or principle of giving a group priority over each individual in it (AFRICA AND ASIA) |
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Biological perspective |
physical side of human nature how the brain processses and other bodily functions regulate behaviour how the body and brain enable emotions, memories, and sensory experiences; how genes combine with environment to influence individual differences biochemical processes such as hormones |
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behavioral neurosciences |
how brain processes and other physiological functions underly our behaviour, emotions and thoughts |
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neurotransmitters |
chemicals released by nerve cells that allow cells to communicate with one another |
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behaviour genetics |
behavioural tendencies are influenced by genetic factors
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natural selection |
if certain trait gives individual advantages over others, these members will be more likely to survive and pass those characteristics down to their offspring
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evolutionary psychology |
evolution shaped modern human behaviours |
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evolutionary pressures |
increased the development of the mechanis, that allows us to to learn, think, reason and socialize |
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socio-biology (name an example of it) |
complex social behaviours are built into the human species as products of evolution eg. saving your child instead yourself, so that your genes would stay alive in your gene pool and live on in your descendants |
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Which perspectives align with which levels of analysis? |
Biological = Biological Psychological= cognitive. psychodynamic, humanistic, sociocultural Environmental = sociocultural, behavioural |
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MAJOR THEMES OF PSYCHOLOGY |
1. pyschology is empirical (observation over intuition) 2. our experience of the world is subjective (we respond the reality created by our own thoughts, motives and expectations) 3. behaviour is determined by multiple factors (interact in way that challenges understanding behaviour) 4. nature and nurture (influence each other and combine to shape our behaviours) 5. psychological capacities have evolved (help adapatation and survival) 6. cultural environment affects behaviour/mental processes |
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who was John B. Watson? |
Behavioural Perspective led movement of behaviourism (environmental control of behaviour through learning) believed proper subject matter of psychology was observable behavoiur, not inner consciousness infant study - raise 12 healthy infants from birth and decide their future for them regardless of their genes |
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Who was BF Skinner? |
Behavioural Perspective Beginning of behavioural modification therapy behaviourist who believed mentalistic concepts not necessary to explain behaviour learning principles could be used to enhance human welfare real causes of human behaviour resided in the outer world researched on pigeons and rats and examine dhow behaviour is influenced by rewarding and punishing |
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Who was Luigi Galvani? |
Biological Perspective Severedleg of frog - moved when electrical current was passed through it –i.e.,discovered electrical nature of nerve conduction |
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Who was Karl Lashley? |
Biological Perspective Studiedlearning & memory before and after specific, quantified, induced braindamage in rats Inspiredstudies of mapping brain areas |
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Charles Darwin
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Biological perspective natural selection |
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Who were Wilhelm Wundt & Edward Titchener? |
Cognitive perspective Wilhelm established first experimental psychology lab Established psychology as ‘uniquebranch of science |
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Who was William James? |
Cognitive perspective –wrotefirst “psychology”textbook in 1890 –established“functionalism” asschool of thought in psychology |
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Who was wolfgang Kohler? |
cognitive perspective one of the founders of Gestalt psychology Abilityto perceive relationships = intelligence insight = sudden perception of usefulrelationship or solution |
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Who was Jean pigaget? |
cognitive perspective Changedstudy of child development –Childrennot “miniatureadults” –Specificstages of cognitive development unfold as children mature |
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What are examples of modern cognitive science?
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artificial intelligence Cognitive Neuroscience (eg. Electricalrecording and brain imaging) |
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What is the terror management theory and what perspective does it relate to? |
Humanistic perspective Haveinmate desire for continued life --> Awarenessof inevitability of death --> Combination creates anxiety --> Existentialterror |
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