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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.



Confirmation Bias

Tendency to seek out evidence that support our hypothesis and neglect or distort contradicting evidence.

Belief Perseverance

Tendency to stick to our initial beliefs even with contradicting evidence



Popular Psychology

ex: Dr Phil--not a real psychologist


Pseudoscience: a set of claims that seem scientific but aren't



Emotional Reasoning Fallacy

Using emotions rather than evidence



Not Me Fallacy

Other people may have those biases but not me



Bandwagon Fallacy

Go along with everyone else



Critical thinking

-Ruling out rival hypothesis


-Correlation isn't causation


-Falsifiability-can the claim be disproven?


-Replicability


-Parsimony-logical simplicity



Structuralism

-Wilhelm Wundt


-Identify the most basic elements of psychological processes


-What?



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?

Behaviorism

-Watson, Skinner, Pavlov


-Focuses on uncovering the general laws of learning by looking outside the organism


-Observable behavior


-Improved Psychology's scientific rigor



Cognitivism

-Piaget and Neisser


-focues on mental processes involved in different aspects of thinking


-Role of thought and interpretation of events in behavior



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)



Clinical Psychology

Work with people who have mental disorders

Counseling

Work with people experiencing temporary or self contained illnesses

School Psychology

Assess and develop intervention prorams



Developmental Psychology

How and why people change over time



Experimental Psychology

Use research methods to study memory, langauge, and thinking

Biopsychohologist

Examine basis of behavior



Forensic Psychology

Assess, diagnose, and assist with rehab and treatment of prison inmates



Nature vs. Nurture

Where do behaviors come from



Free will vs. Determinism



To what extent are our behaviors freely selected



Modes of Thinking: System 1

-quick, reflexive


-Relies on heuristics--mental shortcuts



Modes of Thinking: System 2

-Analytical


-Slow, reflexive, effortful



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



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

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


Internal consistency

Whether several items that propose to measure the same construct produce similar results



Validity

Extent to which a measure assesses what it claims to measure

Correlational Designs

-positive- both increase together


-negative- one increases, one decreases

Illusionary Correlation

Perception of a statistical association where none exists



Experiment

-Control and Experiment Group


-Independent and dependent variable


-placebo effect


-nocebo effect-harm resulting from expectation of harm


-Blind and double blind studies



Descriptive Statistics

numerical characterization of the data set

Central Tendancy

Where groups tend to cluster


Mean, Median, Mode

Variability

Sense of how loosely or tightly bunched scores are


Range, Standard Deviation



Inferential Satistics

generalizing findings from our sample to our population


Statistical significance



Gene-enviornment interaction

Impact of genes on behavior depends on the enviornment where behavior develops

Nature via nurture

Children with certain genetic predispositions often seek out and create their own enviornments



Gene expression

Activation or deactivation of genes by enviornmental experiences throughout development.

Conception and Prenatal development

-Most dramatic changes occur


-Zygote is formed when sperm cell fertilizes an egg


-Brain development







Prenatal obstacles to development

-Genetic Disruptions


-Prematurity (born prior to 36 weeks)


-Teratogens: smoking, drugs, chick pox


-Fetal alcohol syndrome



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

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



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



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



Piaget's theory

-swiss psychologist who presented first complete account of cognitive development


-stage theorist: assimilation and accomidation



Piaget: Sensorimotor

-(0-2 years)


-Focus on here and now, lack object permanence and deffered imitation

Piaget: Preoperational

(2-7 years)


-Construct mental representations of experience


-egocentrism and inability to perform mental operations


-lack conservation



Piaget: Formal operations

(11- Adulthood)


--Can understand hypothetical reasoning beyond the here and now


-Can understand logical concepts and abstract questions



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)

General Cognitive Accounts

Focus on general cognitive abilities and acquired knowledge



Sociocultural accounts

emphasize social context and interaction



Modular accounts

emphasize domain specific learning



Cognitive Changes in adolescense

-Shift from seeing knowledge as absolute to seeing it as relative


Frontal lobes mature slowly





Cognitive function in adulthood

-Many aspects of cognitive functioning decline with age


-Recall abilities decline after 30





Social Development

-Infants develop in other people very quickly after birth


-Stranger anxiety starts at 9-9 months and peaks at 12-15 months



Temperament

-Appears early, largely genetic


-easy, slow to warm up, difficult



Attatchment



-Emotional connnection we share with those to whome we feel closest


-Harlow and rhesus monkeys


-secure attachment, insecure avoidant, insecure anxious/ambivalent, disorganized

Parenting styles

-permissive-lenient, no discipline, affectionate


-authoritarian- very strict, punishing, little love


-authoritative- supportive but set firm limits


-uninvolved



Sex vs Gender

sex- refers to biological statues


gender- psychological characteristics



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.





Development: Morals

-Kohlberg's moral development


-preconventional- focus on punishment and reward


-conventional-focus on societal values


-post conventional- focus on internal moral principles