Psychology Exam 1

Front 1

two phenomena that illustrate why we cannot rely solely on intuition and common sense

Back 1

1. hindsight bias
2. judgmental overconfidence

Front 2

who founded hindsight bias?

Back 2

paul slovic and baruch fischhoff

Front 3

hindsight bias and overconfidence often lead us to overestimate our

Back 3

intutition

Front 4

Scientific inquiry, fed by ________ and ___________ can help us sift reality from illusions

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curiosity, skepticism and humility

Front 5

thinking that does not blindly accept arguments and conclusions. rather, it examines assumptions, discerns hidden values, evaluates evidence, and assesses conclusions

Back 5

critical thinking

Front 6

psychologists arm their scientific attitude with the _______________-

Back 6

scientific method.

Front 7

an explanation using an integrated set of principles that organizes observations and predicts behaviors or events.

Back 7

theory

Front 8

a testable prediction, often implied by a theory

Back 8

hypothesis

Front 9

a statement of the procedures (operations) used to define research varieables. For Example, human intelligence may be operationally defined as what an intelligence test measures.

Back 9

Operational definition

Front 10

repeating the essence of a research study, usually with different participants in different situations, to see whether the basic finding extends to other participants and circumstances.

Back 10

replication

Front 11

example of operational definition: if you were to measure kids watching violence and how they react. you would?

Back 11

define violence and exposure and the number of acts of violent acts in a 30 min show and the number of acts of aggression with play group

Front 12

A self-correcting process for asking questions and observing nature's answers

Back 12

the scientific method

Front 13

good theories explain by:

Back 13

1. organizing and linking observed facts
2. implying hypotheses that offer testable predictions and sometimes practical applications

Front 14

the tendency to believe, after learning an outcome, that we would have foreseen it.

Back 14

hindsight bias

Front 15

we are routinely _______ of our judgments.

Back 15

overconfident

Front 16

________________ organize observations and imply predictive hypotheses.

Back 16

psychological theories

Front 17

an observation technique in which one person is studied in depth in the hope of revealing universal principles; one of the oldest research methods. can suggest hypotheses for further study; they show us what can happen.

Back 17

case study

Front 18

a technique for ascertaining the self-reported attitudes or behaviors of people, usually by questioning a representative, random sample of them. answers may well depend on your wording and your choice of respondents

Back 18

survey

Front 19

the tendency to overestimate the extent to which others share our beliefs and behaviors

Back 19

false consensus effect

Front 20

all the cases in a group, from which samples may be drawn for a study.

Back 20

population

Front 21

a sample that fairly represents a population because each member has an equal chance of inclusion

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random sample

Front 22

observing and recording behavior in naturally occuring situations without trying to manipulate and control the situation

Back 22

naturalistic observation

Front 23

a measure of the extent to which 2 factors vary toghether and thus of how well either factor predicts the other.

Back 23

correlation

Front 24

the mathematical expression of the relationship, ranging from -1 to 1.

Back 24

correlation coeffectient

Front 25

a graphed cluster of dots, each of which represents the values of 2 variables.

Back 25

scatterplot

Front 26

the direction of the relationship between 2 variables

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slope

Front 27

the amount of scatter suggests the strength of the correlation. ex: little scatter indicates-

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high correlation.

Front 28

advantage of case studies

Back 28

can suggest hypothesis for later study

Front 29

disadvantage of case studies

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it may lead to false conclusions

Front 30

disadvantage of naturalistic observation

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cannot explain behviors

Front 31

advantage of Naturalistic observation

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can expand understanding by coming up with hypothesis for later usage.

Front 32

two sets of scores, such as height and weight, tend to rise or fall together.

Back 32

positive correlation

Front 33

two things relate inversely, one set of scores goes up and the other goes down.

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Negative correlation

Front 34

helps us see the world more clearly by revealing the extent to which two things relate.

Back 34

correlation coeffecient.

Front 35

correlation does not prove __. correlation indicates the possibility of a __________________.

Back 35

causation.
cause-effect relationship

Front 36

the perception of a realationship where none exists. ex: couples who adopt beome more likely to conceive

Back 36

illusory correlation

Front 37

a ________ factor may be the cause of the correlation

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third

Front 38

random events taht we notice and falsely assume are related. They arise from our sensitivity to dramatic or unusual events.

Back 38

illusory correlation

Front 39

a research method in which an investigator manipulates one or more factors to observe the effect on some behavior or mental process.

Back 39

experiment

Front 40

the clearest and cleanest way to isolate cause and effect is to-

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experiment.

Front 41

experiments enable a researcher to focus on the possible effects of one or more factors by :

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1. manipulating the factors of intrest
2. holding constant other factors.

Front 42

unlike correlational studies, which uncover natuarally occuring relationships, an experiment manipulates a factor to determine its _

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effect.

Front 43

an experimental proceudre in which both the research participants and the research staff are blind about whethr the research participiants have recieved the treatment or a placebo.

Back 43

double-blind procedure

Front 44

experimental results caused by expectations alone; any effect on behavior caused by the adminstration of an inert substance or conditon, which is assumed to be an active agent.believeing you are getting a treatment

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placebo effect

Front 45

the condition of an experiment that exposes participants to the treatment that is to one version of the independent variable

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experimental condition

Front 46

the condition of an experiment that contrasts with the experimental that contrats with the experimental condition and serves as a comparison for evaluating the effect of the treatment.

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control condition

Front 47

assigning participants to experimental and control condition by chance, thus minimizing preexisting differences b/w those assigned to the different groups

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random assignment

Front 48

the group exposed to the treatment

Back 48

experimental condition

Front 49

a group that experiences no treatment or a different version of the treatment

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control condition

Front 50

2 types conditions in an experiment:

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1. experimental condition
2. control condition

Front 51

__________ is the factor you manipulate to study its effect. The _____________ is the factor you measure to discover any changes that occur in response to these manipulations

Back 51

independent
dependent

Front 52

observes and records behaviors; uses case studies, surveys, or naturalistic observations, nothing is manipulated; no control of variables; single cases may be misleading

Back 52

descriptive

Front 53

detects naturally occuring relationships; to assess ow well one variable predicts another; computes statistcal association, sometimes among survey responses; nothing is manipulated; does not specify caus and effect

Back 53

correlational

Front 54

explores cause and effect; manipulates one or more factors; uses random assignment; manipulates the independent variable; sometimes not feasible; results may not generalize to other contexts; not ethical to manipulate certain variables

Back 54

experimental

Front 55

control extraneous influences, which helps us infer cause and effect

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random assignment

Front 56

a single score that represents a whole set of scores is

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measure of central tendency

Front 57

how similar or diverse the scores are

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variation

Front 58

the difference bw the highest and lowest scores in a distribution

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range

Front 59

a computed measure of how much scores vary around the mean score

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standard deviation

Front 60

a statistical statement of how likely it is that an obtained result occured by chance

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statistical signifigance

Front 61

three principles for making generalizations from samples:

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1. representative samples are better than biased samples.
2. less-variable observations are more reliable than those that are more variable
3. more cases are better than fewer.

Front 62

statistical significance indicates the likelihood that a result will happen by chance. it does not indicate the __________ of the result

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importance

Front 63

stats help us to-
1.
2.
3.

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1.organize
2. summarize
3. make inferences from data

Front 64

three central tendencies:

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1. mode
2. mean
3. median

Front 65

the eduring behaviors, ideas, attitiudes, and traditions shared by a large group of people and transmitted from one generation to the next.

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culture

Front 66

ethical principles developed by the APA urge investigators to-
1.
2.
3.
4.

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1. obtain the informed consent of potential participants
2. protect them from harma nd discomfort
3. treat info ab individual participants confidental
4. fully explain the research aftwards

Front 67

values affect:

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1. what we study
2. how we study it
3. how we interpret results

Front 68

males and females are _____ and _______ alike

Back 68

biologically and psychologically

Front 69

how messages are transported

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motor neuron

Front 70

which portion of your skull and brain was responsible of actions. by feeling skull

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Phrenology

Front 71

"listener" they recieve info from other neuron's dendrites

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dendrites

Front 72

"speak" they take info to other neurons

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axon

Front 73

is a nerve; axons never touch

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bundle of axon

Front 74

neural impulse; brief electric charge that travels down the axon

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action potential

Front 75

when impulses are not being passed. chemical ions are balanced on inside and outside of axon

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resting potential

Front 76

level of stimulation required to trigger a neural impulse

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threshold

Front 77

_ on inside and _ on outside

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-
+

Front 78

__________ when action potential begins; gate opens + on inside until reaches threshold.

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depolarized

Front 79

chemical messengers that are released by firing axon

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neurotransmitters

Front 80

whole area

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synapse

Front 81

actual space b/w dendrites

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synaptic gap

Front 82

fatty substance that incases axon- insalation not on all neurons; this increases speed of firing

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myelin sheath

Front 83

spaces between myelin sheath; messages jump

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nodes

Front 84

lesions on mylein sheath. harden; neurons dont fire as fast

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multiple sclerosis

Front 85

Causes some neurons to fire or fire more quickly

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stimulus

Front 86

where everyting goes back to normal before next occurence

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resting refractory potential

Front 87

where drugs have their effect

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synaptic gap

Front 88

drug can be 2 things:

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1. agonist
2. antagonist

Front 89

mimics a neurotransmitter; drug molecule is very similar to neurotransmitter

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agonist

Front 90

blocks neurotransmitters. drug molecule similar enough that it binds to neurotransmitter. occupies the spot

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antagonist

Front 91

example of agonist

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L-dopa for parkinsons

Front 92

example of antagonist

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tylenol or advil

Front 93

every junction bw motor neuron and skeletal muscle helps you move

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acetylcholine

Front 94

bodies own pain killers. ex: runners high; relief from acupuncture; severely injured

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endorphins

Front 95

2 NS:

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Central Nervous
Peripheral Nervous

Front 96

2 under central

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spinal cord
brain

Front 97

2 types of NS in Peripheral NS

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1. Somatatic
2. Autonomic

Front 98

2 types of NS under autonomic

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1. parasympathetic
2.sympathic

Front 99

going to and from your brain and to spinal cord

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peripheral NS

Front 100

voluntary movement of skeletal muscle controls it; intentional movement

Back 100

Somatic or skeletal

Front 101

glands and muscles of internal organs; breathing regulates heart rate. bodily functions

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autonomic

Front 102

arouses you for defense; dialates artieres speeds up heart rate. "fight or flight" nervousness slows down digestion

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sympathetic

Front 103

calms body down. conserves energy. lowers heart rate

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parasympathic

Front 104

Structures responsible for reflex actions and the nerve fibers that link your brain and other parts of body. anything below neck.

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Spinal cord

Front 105

tap on knee reflex happens bc of this. it has gray and white matter.

Back 105

Spinal cord

Front 106

near center of SC

Back 106

gray

Front 107

outer part of SC

Back 107

white

Front 108

3 neurons in NS:

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1. sensory
2.interneurons
3. motor

Front 109

sends info from tissue and organs inward to brain

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sensory

Front 110

internal communication and processing

Back 110

interneurons

Front 111

instruction out to bodys tissue

Back 111

motor

Front 112

sensory switchboard

Back 112

thalamus

Front 113

heart beat and breathing

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medulla

Front 114

arousal. could send into coma. filters out info that we dont need to deal with

Back 114

reticular formation

Front 115

band axon fibers connect brain together

Back 115

Corpus and Callosum

Front 116

last part to usually develop. organizes sensory info
1. emotion, memory, language, thinking, perception
2. controls muscles to speak

Back 116

association areas
1.frontal
2. brokea's area

Front 117

corridenates voluntary movement"little brain" makes it smooth and fluid

Back 117

cerebellum

Front 118

linked to emotions and motives
1-3

Back 118

Limbic system
contains:
1.Hippocampus
2.Amygdala
3.Hypothalamus

Front 119

processes memory-gets smaller as you age

Back 119

hippocampus

Front 120

aggression and fear

Back 120

amygdala

Front 121

means "under" eating drinking, temperature, controls pitituary gland

Back 121

hypothalamus

Front 122

most of higher thinking. self awareness, judgements, emotional behavior, intuitve. largest lobe. ability to plan ahead

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frontal lobe

Front 123

damage to frontal lobe could:

Back 123

alter personality and ability to plan ahead

Front 124

Neural signal that intuites movement

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motor cortex

Front 125

seat of body senstation

Back 125

parietal lobe

Front 126

specializes in recieving info from skin senses and movement of body parts

Back 126

sensory cortex

Front 127

enviornment info integrating it. reconciling tatil info with visual and auditory, inable math and spacial reasoning, help recognize faces

Back 127

association areas

Front 128

vision and visional perception

Back 128

occipital lobe

Front 129

auditory perception, some emotional control, language comprehension, memory

Back 129

temporal lobe

Front 130

4 lobes:

Back 130

1. frontal
2. parietal
3. occipital
4. temporal

Front 131

top of lobe-temporal. thinking and inerpreting aspects of language

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wernicke's area

Front 132

damage to wernicke's area

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may not be able to understand what they read or hear; difficult to understand

Front 133

impaired use of language

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aphasia

Front 134

Genes

Back 134

Nature

Front 135

46 chromosomes; small sigments of DNA molecule

Back 135

genes

Front 136

Enviornmental influences in life

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1. parents
2. peers

Front 137

politics, values, religions influenced by

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parents

Front 138

food, accents, and cultures influenced by

Back 138

peers

Front 139

giving priority to one's own goals over group goals and defining one's identity in terms of personal attributes rather than group identifications

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individualism

Front 140

giving priority to the goals of one's group (often one's extended family or work group) and defining one's identity accordingly

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collectivism

Front 141

an understood rule for accepted and expected behavior. presrcibe proper behavior

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norms

Front 142

the buffer zone we like to maintain around our bodies

Back 142

personal space

Front 143

branch that studies physical, mental and social changes throughout the life span

Back 143

developmental psychology

Front 144

1-3 developmental psychology

Back 144

1. nature vs. nurture
2. stability vs. change
3. continuity vs. stages

Front 145

sex determined by ___ pair

Back 145

23

Front 146

fertilized egg.

Back 146

zygote

Front 147

after 9 weeks

Back 147

fetus

Front 148

toxic-can reach embryo and cause harm

Back 148

teratogens

Front 149

turning chin to feed

Back 149

rooting reflex

Front 150

babies need and want social. babies turn head by human voices 8 to 12 inches away from them-prefer it known by studies. gaze longer at

Back 150

human face vs. animal

Front 151

infancy steps

Back 151

physical development
plasticity

Front 152

born with all brain cells you'll ever have. NS is still immature and continues to grow. Memory after age 3 becasuse not enough neural connection. people need to bond for later development

Back 152

physical development

Front 153

brains capacity for modification is evident in brain reorganization following damage. taking over of another part of brain. lose this ability with age

Back 153

plasticity

Front 154

sequence is about the same. SIT CRAWL WALK RUN, time varies. bladder and boal control 2-2 1/2 or 3 years old. brain development slows at about 2. 23 billion neurons at birth

Back 154

motor development

Front 155

4 stages in cognitive development

Back 155

1. sensorimotor stage
2. preoperational stage
3. concrete operational
4. formal operational

Front 156

who studied cognitive development

Back 156

Jean Piaget

Front 157

concept or frame work that organizes or interprets info

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schema

Front 158

interpreting one's new experience in terms of ones existing schemas

Back 158

assimilation

Front 159

adapting one's current understandings to incorporate new info

Back 159

accommodation

Front 160

birth to 2; infant or child understands the world through sensory and motor interactions

Back 160

sensorimotor stage

Front 161

becomes aware of _______ at 6-8 months

Back 161

object permenance

Front 162

the awareness that things continue to exist even when not perceived.

Back 162

object permanence

Front 163

2 to 6 or 7; use language but cannot understand complex reasoning and logic; conservation; egocentric; theory of mind

Back 163

Preoperational Stage

Front 164

the principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects.

Back 164

conservation

Front 165

the preoperational child's difficulty taking another's point of view.

Back 165

egocentrism

Front 166

peopls's ideas about their own and others' mental states- about their feelings, perceptions, and thoughts and the behavior these might predict.

Back 166

theory of mind

Front 167

6 or 7 to 11; gain mental ability for math abilities and conservation

Back 167

concrete operational

Front 168

by age 12; think logically about abstract concepts and princiiples and can begin to figure out hypothetical propistions

Back 168

formal operational

Front 169

emotional tie with another person; body contact very important for forming this

Back 169

attachment

Front 170

child will explore when left

Back 170

secure attachment

Front 171

will not seperate and is very upset

Back 171

insecure attachment

Front 172

fear of stranger 6-9 years old.

Back 172

stranger anxiety

Front 173

in 1963; came up with stages

Back 173

Erik Erikson

Front 174

Trust vs. Mistrust

Back 174

infancy

Front 175

no; i'll do it myself stage

Back 175

toddlerhood

Front 176

intiative vs. guilt

Back 176

preschooler

Front 177

competence vs. inferiority

Back 177

elementary school

Front 178

idnetity vs. role confusion

Back 178

adolesence

Front 179

intimacy vs. isolation

Back 179

young adulthood

Front 180

generativity vs. stagnation

Back 180

middle adulthood

Front 181

integrity bs. despair

Back 181

late adulthood

Front 182

9 years old; they obey; morality of self-interest; will i get caught?

Back 182

preconventional morality

Front 183

early adolesense; seeking approval of others

Back 183

conventional morality

Front 184

morality of personal standing; should be here by adulthood

Back 184

postconventional morality

Front 185

keeps getting better

Back 185

crystallized intelligence

Front 186

decreases at age

Back 186

fluid intelligence

Front 187

2 stages in adolesence

Back 187

1. physical
2. cognitive

Front 188

in 1963; came up with stages

Back 188

Erik Erikson

Front 189

Trust vs. Mistrust

Back 189

infancy

Front 190

no; i'll do it myself stage

Back 190

toddlerhood

Front 191

intiative vs. guilt

Back 191

preschooler

Front 192

competence vs. inferiority

Back 192

elementary school

Front 193

idnetity vs. role confusion

Back 193

adolesence

Front 194

intimacy vs. isolation

Back 194

young adulthood

Front 195

generativity vs. stagnation

Back 195

middle adulthood

Front 196

integrity bs. despair

Back 196

late adulthood

Front 197

9 years old; they obey; morality of self-interest; will i get caught?

Back 197

preconventional morality

Front 198

early adolesense; seeking approval of others

Back 198

conventional morality

Front 199

morality of personal standing; should be here by adulthood

Back 199

postconventional morality

Front 200

keeps getting better

Back 200

crystallized intelligence

Front 201

decreases at age

Back 201

fluid intelligence

Front 202

2 stages in adolesence

Back 202

1. physical
2. cognitive