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62 Cards in this Set
- Front
- Back
Intuition and Common Sense vs. Science |
-Common sense can be useful but is sometimes wrong. -We can't always trust our own judgement. -Common sense should serve as a generator for hypothesis. |
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Confirmation Bias |
Tendency to seek out evidence that support our hypothesis and neglect or distort contradicting evidence. |
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Belief Perseverance |
Tendency to stick to our initial beliefs even with contradicting evidence |
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Popular Psychology |
ex: Dr Phil--not a real psychologist Pseudoscience: a set of claims that seem scientific but aren't |
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Emotional Reasoning Fallacy |
Using emotions rather than evidence |
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Not Me Fallacy |
Other people may have those biases but not me |
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Bandwagon Fallacy |
Go along with everyone else |
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Critical thinking |
-Ruling out rival hypothesis -Correlation isn't causation -Falsifiability-can the claim be disproven? -Replicability -Parsimony-logical simplicity |
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Structuralism |
-Wilhelm Wundt -Identify the most basic elements of psychological processes -What? |
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Functionalism |
-William James -Hoped to understand the adaptive purposes of thought and behavior -Stream of consciousness -The thought depends on the person thinking it -Why? |
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Behaviorism |
-Watson, Skinner, Pavlov -Focuses on uncovering the general laws of learning by looking outside the organism -Observable behavior -Improved Psychology's scientific rigor |
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Cognitivism |
-Piaget and Neisser -focues on mental processes involved in different aspects of thinking -Role of thought and interpretation of events in behavior |
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Psychoanalysis |
-Sigmund Freud and Jeung -Focused on internal psychological processes of which we're unaware -Freud- Sexual and aggressive drices -infulence controversial -id (wants), ego (reality), superego (balance) |
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Clinical Psychology |
Work with people who have mental disorders |
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Counseling |
Work with people experiencing temporary or self contained illnesses |
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School Psychology |
Assess and develop intervention prorams |
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Developmental Psychology |
How and why people change over time |
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Experimental Psychology |
Use research methods to study memory, langauge, and thinking |
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Biopsychohologist |
Examine basis of behavior |
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Forensic Psychology |
Assess, diagnose, and assist with rehab and treatment of prison inmates |
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Nature vs. Nurture |
Where do behaviors come from |
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Free will vs. Determinism |
To what extent are our behaviors freely selected |
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Modes of Thinking: System 1 |
-quick, reflexive -Relies on heuristics--mental shortcuts |
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Modes of Thinking: System 2 |
-Analytical -Slow, reflexive, effortful |
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Naturalistic Observation |
-Watching behavior in real world setting -High degree of external validity--generalizable -Low degree of internal- not so much cause and effect -Observer bias |
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Case Study Design |
-Study one person for an extender period of time -pros: unique and novel findings -cons: hard to replicate, lack of generalizability, difficult to compare to a control |
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Self Report Measures and Surveys |
-Ask people about themselves -Random selection can be used to increase generalizability -pros: easy to administer, inexspensive -cons: accuracy skewed from narcissists, potential for dishonesty, wanting to appear good
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Internal consistency |
Whether several items that propose to measure the same construct produce similar results |
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Validity |
Extent to which a measure assesses what it claims to measure |
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Correlational Designs |
-positive- both increase together -negative- one increases, one decreases |
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Illusionary Correlation |
Perception of a statistical association where none exists |
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Experiment |
-Control and Experiment Group -Independent and dependent variable -placebo effect -nocebo effect-harm resulting from expectation of harm -Blind and double blind studies |
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Descriptive Statistics |
numerical characterization of the data set |
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Central Tendancy |
Where groups tend to cluster Mean, Median, Mode |
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Variability |
Sense of how loosely or tightly bunched scores are Range, Standard Deviation |
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Inferential Satistics |
generalizing findings from our sample to our population Statistical significance |
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Gene-enviornment interaction |
Impact of genes on behavior depends on the enviornment where behavior develops |
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Nature via nurture |
Children with certain genetic predispositions often seek out and create their own enviornments |
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Gene expression |
Activation or deactivation of genes by enviornmental experiences throughout development. |
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Conception and Prenatal development |
-Most dramatic changes occur -Zygote is formed when sperm cell fertilizes an egg -Brain development |
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Prenatal obstacles to development |
-Genetic Disruptions -Prematurity (born prior to 36 weeks) -Teratogens: smoking, drugs, chick pox -Fetal alcohol syndrome |
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Motor Development: Post natal |
-Sucking and rooting reflexes -motor behaviors: wide range in the rate and manner in which children achieve motor milestones but achieved in the same order |
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Adolescense |
-transitional period between childhood and adulthood--> teenagers!
-Bodies reach full maturity, in part due to hormonal release -causes changes in primary and secondary sex characteristics -genetic and enviromental influence timing of puberty |
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Adult Physical Development |
-Most of us reach our physical peaks in early 20s -declines begin shortly after in muscle tone, sensory processes, and fertility -Menopause |
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Theories of cognitive development |
-Stagelike vs continuous changes (sudden spurts vs gradual) -domain general vs domain specific (all areas or independently) -principal source of learning: physical experience, social interaction, biological/innate factors |
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Piaget's theory |
-swiss psychologist who presented first complete account of cognitive development -stage theorist: assimilation and accomidation |
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Piaget: Sensorimotor |
-(0-2 years) -Focus on here and now, lack object permanence and deffered imitation |
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Piaget: Preoperational |
(2-7 years) -Construct mental representations of experience -egocentrism and inability to perform mental operations -lack conservation |
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Piaget: Formal operations |
(11- Adulthood) --Can understand hypothetical reasoning beyond the here and now -Can understand logical concepts and abstract questions |
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Vygotsky's theory |
-focused on social and cultural influences on cognitive development -parents structure enviornments for learning and then gradually remove structure (scaffolding) -zone of proximal development (learner can do without guidance) |
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General Cognitive Accounts |
Focus on general cognitive abilities and acquired knowledge
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Sociocultural accounts |
emphasize social context and interaction |
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Modular accounts |
emphasize domain specific learning |
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Cognitive Changes in adolescense |
-Shift from seeing knowledge as absolute to seeing it as relative Frontal lobes mature slowly |
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Cognitive function in adulthood |
-Many aspects of cognitive functioning decline with age -Recall abilities decline after 30 |
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Social Development |
-Infants develop in other people very quickly after birth -Stranger anxiety starts at 9-9 months and peaks at 12-15 months |
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Temperament |
-Appears early, largely genetic -easy, slow to warm up, difficult |
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Attatchment |
-Emotional connnection we share with those to whome we feel closest -Harlow and rhesus monkeys -secure attachment, insecure avoidant, insecure anxious/ambivalent, disorganized |
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Parenting styles |
-permissive-lenient, no discipline, affectionate -authoritarian- very strict, punishing, little love -authoritative- supportive but set firm limits -uninvolved |
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Sex vs Gender |
sex- refers to biological statues gender- psychological characteristics |
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Development: Identity |
-who we are, our goals, and priorities -Erikson- eigt stages of development in which a psychosocial crisis in confront and with each stage we develop and find out more about who we are. |
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Development: Morals |
-Kohlberg's moral development -preconventional- focus on punishment and reward -conventional-focus on societal values -post conventional- focus on internal moral principles |