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132 Cards in this Set
- Front
- Back
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Selective attention
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Giving priority to a particular incoming sensory message.
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Closure
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Gestalt term for the perceptual tendency to complete figures by closing or ignoring small gaps.
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Continuity (continuation)
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Perceptions tend toward simplicity and continuity.
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Common region
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Stimuli that are found within a common area tend to be seen as a group.
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Perceptual set (perceptual expectancy)
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A readiness to percieve in a particular manner, induced by strong expectations.
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Limbic system
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A system of interconnected structures in the forebrain that are closely associated with emotional response.
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Hypothalamus (feeding, fleeing, fighting, f*cking)
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A small area at the base of the brain that regulates many aspects of motivation and emotion, especially hunger, thirst, and sexual behavior.
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Prefrontal cortex
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Executive functions. Planning, and decision making.
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Association areas
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Neural nets - community of neurons that function together. The highest levels of mental function take place within the association areas.
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Plasticity
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The brains capacity for revising its organization.
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Autonomic nervous system
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The neural system that connects the brain with the internal organs and glands.
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Sympathetic system
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A branch of the autonomic system responsible for arousing and activating the body at times of stress.
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Parasympathetic system
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A branch of the autonomic system responsible for quieting the body and conserving energy.
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Central nervous system
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The brain and spinal cord.
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Neurons
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Individual nerve cells. Basic building blocks of a nervous system.
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Neurotransmitters
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Any number of chemical substances secreted by neurons that alter activity in other neurons.
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Classical conditioning
(respondent conditioning) |
Basic form of learning in which existing reflex responses come to be elicited by new stimuli
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Ivan Pavlov
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Russian physiologist, observed classical conditioning in the salivation of dogs.
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John B. Watson
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An American psychologist who established the psychological school of behaviorism.
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Unconditioned stimulus (US or UCS)
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A stimulus innately capable of eliciting a response.
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Unconditioned response (UR or UCR)
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An innate reflex response elicited by an unconditioned stimulus.
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Conditioned stimulus (CS)
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A previously neutral stimulus that acquires the capacity to evoke a response by being paired with an unconditioned stimulus.
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Conditioned response (CR)
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A reflex response linked to a new stimulus through learning.
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Stimulus generalization
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The tendency to respond to stimuli similar to, but not identical to, a conditioned stimulus.
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Expectancies (stimulus, organism, response)
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An anticipation concerning future events or relationships.
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Conditioned emotional response
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An emotional response that has been linked to a previously non-emotional stimulus by classical conditioning.
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Biological predisposition
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The presumed biological readiness of humans to learn certain skills, such as how to use language.
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Operant conditioning
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Learning based on the consequences of responding.
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(Edward Thorndike's) Law of Effect
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Responses that lead to desirable effects are repeated; those that produce undesirable results are not.
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Positive Reinforcement
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Occurs when a response is followed with a reward or other positive event.
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Negative reinforcement
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Occurs when a response is followed with an end to discomfort or with the removal of a negative state of affairs.
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Continuous reinforcement
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A schedule of reinforcement in which every correct response is followed by a reinforcer.
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Partial reinforcement (intermittent reinforcement)
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A pattern in which only some responses are reinforced.
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Premack principle
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Any high-frequency response can be used to reinforce a low-frequency response.
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Shaping
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Gradually molding responses to a final desired pattern.
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Observational learning
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Learning achieved by watching and imitating the actions of another or noting the consequences of those actions.
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Albert Bandura
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Canadian psychologist most famous for his work on social learning theory (or Social Cognitivism) and self efficacy.
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Social learning theory
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An approach that combines learning principles with cognitive processes (perception, thinking, anticipation), plus the effects of observational learning, to explain behavior.
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Consciousness
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A person's experience of mental awareness, including current sensations, perceptions, memories, and feelings.
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Circadian rhythms
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Cyclical changes in bodily function and arousal that vary on a schedule approximating one 24-hour day.
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Microsleep
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A momentary shift in brainwave patterns to those of sleep.
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Information processing
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The changing of information in any manner detectable by an observer.
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Wilhelm Wundt
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1879; Introspection; First psychological laboratory.
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Introspection
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Looking inward.
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Structuralism
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School of thought concerned with analyzing experiences into basic building blocks.
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Edward Tichener
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Structuralism; [Picture - the structure of a tick.]
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Functionalism
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1890; School of psyc concerned with how behavior and mental abilities help people adapt to environment.
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Wiliam James
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Functionalism; Wrote "The Principals of Psychology;"
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Sigmund Freud
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1900; Psychoanalysis: explores unconcious conflicts and emotional problems.
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John B. Watson
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1913; Behaviorism: study of overt observable behavior.
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Gestalt Psychology
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1929; Max Wertheimer; Studied thinking, learning, and perception as whole units.
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Humanism
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1940's; Carl Rogers; focuses on subjective human experience.
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Psychology
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Scientific study of behavior and mental processes. (SS of BuMP)
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Research Areas in Psychology
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Developmental, learning, personality, sensation and perception. (DEViL PERSON SiNS PERfectly)
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Goals of Psychology
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Describe, Understand, Predict, Control (Influence). (goals = DUP_C)
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Five views of Behavior
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(PBHBC - Psycho, Behave!Humans Be Cool)Psychodynamic, Behavioristic, Biopsychological, Cognitive.
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Psychodynamic
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Behavior is directed by forces within one's personality that are often hidden or unconcious.
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*Humanistic
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Behavior is guided by one's self-image by perceptions of the world and by needs for personal growth.
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*Biopsychological
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Human and animal behavior is the result of internal physical, chemical and biopsychological processes.
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*Cognitive
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Much human behavior can be understood in terms of the mental processing of information.
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**Critical Thinking
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(A_SCEC)An ability to analyze, synthesize, critique, evaluate, and compare information.
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*Temperament
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Physical core of personality, including emotional and perceptual sensitivity, energy levels, typical mood, irritability, and distractibility.
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*Secure Attachment
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Stable and positive emotional bond.
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*Insecure avoidant attachment
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Anxious emotional bond marked by tendancy to avoid reunion w/ parent or caregiver.
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*Separation anxiety
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Distress displayed by infants when they are separated from their parents or caregivers.
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*Parenting styles
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Authoritarian, Authoritative, Overly Permissive.
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*Authoritarian Parents
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Enforce rigid rules and demand strict obedience to authority.
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*Overly Permissive
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Give little guidance, allow too much freedom, or do not require the child to take responsibility.
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*Authoritative
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Supply firm and consistent guidance combined with love and affection.
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*Jean Piaget
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Believed all children pas through a series of distinct intellectual development.
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**SCHEMA
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Conceptual framework for organizing information.
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*Humanistic
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Behavior is guided by one's self-image by perceptions of the world and by needs for personal growth.
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*Temperament
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Physical core of personality, including emotional and perceptual sensitivity, energy levels, typical mood, irritability, and distractibility.
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*Secure Attachment
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Stable and positive emotional bond.
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*Insecure avoidant attachment
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Anxious emotional bond marked by tendancy to avoid reunion w/ parent or caregiver.
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*Separation anxiety
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Distress displayed by infants when tehy are separated from their parents or caregivers.
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*Parenting styles
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Authoritarian, Authoritative, Overly Permissive.
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*Authoritarian Parents
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Enforce rigid rules and demand strict obedience to authority.
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Overly Permissive
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Give little guidance, allow too much freedom, or do not require the child to take responsibility.
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*Authoritative
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Supply firm and consistent guidance combined with love and affection.
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Jean Piaget
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Believed all children pass through a series of distinct intellectual development.
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**SCHEMA
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Conceptual framework for organizing information.
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*Behavioristic
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Behavior is shaped and controlled by one's environment.
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*Humanistic
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Behavior is guided by one's self-image by perceptions of the world and by needs for personal growth.
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*Temperament
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Physical core of personality, including emotional and perceptual sensitivity, energy levels, typical mood, irritability, and distractibility.
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*Secure Attachment
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Stable and positive emotional bond.
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Insecure avoidant attachment
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Anxious emotional bond marked by tendancy to avoid reunion w/ parent or caregiver.
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*Separation anxiety
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Distress displayed by infants when tehy are separated from their parents or caregivers.
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*Parenting styles
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Authoritarian, Authoritative, Overly Permissive.
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*Authoritarian Parents
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Enforce rigid rules and demand strict obedience to authority.
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*Overly Permissive
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Give little guidance, allow too much freedo, or do not require the child to take responsibility.
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Authoritative
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Supply firm and consistent guidance combined with love and affection.
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*Jean Piaget
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Believed all children pass through a series of distinct intellectual development.
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**SCHEMA
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Conceptual framework for organizing information.
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**Perceptual Set/Expectancy
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A readiness to percieve in a particular manner, induced by strong expectations.
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Consciousness
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Consists of all sensations, perceptions, memories, and feelings you are currently aware of.
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Sleep stage 2
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EEG includes sleep spindles.
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Beta brain waves
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Awake
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Alpha brain waves
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Drowsy
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REM Sleep
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Fast irregular EEG paterns. Characteristics of stage 1 sleep. Theta-like, vivd dreaming.
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NREM Sleep
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Characteristics of stages 2, 3, and 4. Increases after physical exertion.
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Continuous reinforcement
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Reinforcer follows every correct response.
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Partial reinforcement
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Portion of responses are rewarded.
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Premack Principal
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David Premack; High-rate behaviors can be used as rewards for low-rate behaviors; Anything done can serve as reinforcement.
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Shaping
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The gradual molding of responses to a desired pattern.
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Observational Learning (Modeling)
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1971; Albert Bandura; Acheived by watching and imitating the actions of another person.
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Types of Discipline
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Power assertion; Withdrawal of love; Management techniques
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Power Assertion
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The use of physical punishment to enforce child discipline.
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withdrawal of love
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Withholding affection to enforce child discipline.
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Management techniques
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Combine praise, recognition, approval, rules, reasoning, etc. to enforce child discipline.
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Contiguity
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Nearness in time and space. Often responsible for the perception that one thing has caused another.
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Left Hemisphere
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Language (speaking, writing, understanding). Math, judging time and rhythm. Broca's/Wernicke's Area.
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Heredity
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Nature; Genetics passed from parent to child. (Her mother nature.)
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Teratogens
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Anything capable of causing birth defects.
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Random and Representative Samples
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A small group that accurately reflects a larger population.
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Correlation (Correlational study)
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Positive and negative correlation. Coefficient correlation (-1.00 to +1.00) DOES NOT PROVE CAUSE AND EFFECT.
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Hypothesis
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A tentative explanation of an event or relationship.
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Independent Variable
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Condition being investigated as a possible cause of some change in behavior.
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Dependent Variable
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Condition being measured.
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Placebo
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Changes in one's behavior caused by belief one has taken a drug.
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Biopsychosocial model
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A way of looking at the mind and body of a patient as two important systems that are interlinked.
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DSM-IV-TR
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Diagnostic and Statistical Manual of Mental Disorders, handbook used most often in diagnosing mental disorders.
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Maladaptive
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Behavior making it difficult to adapt to the environment and demands of day-to-day life.
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Major depression
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a serious disorder marked by sadness, fatigue, changes in sleep patterns, difficulty thinking and concentrating, changes in appetite, feelings of dejection and hopelessness, and sometimes suicidal thoughts.
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Dysthymia
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a form of the mood disorder of depression characterised by a lack of enjoyment/pleasure in life that continues for at least six months. It differs from clinical depression in the severity of the symptoms.
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Self-fulfilling prophecy
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An expectation that prompts people to act in ways that make the expectation come true.
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Somatoform disorder
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The presence of physical symptoms that mimic disease or injury for which there is no identifiable physical cause.
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Hypochondriasis
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A preoccupation with minor bodily problems and the presence of illnesses that appear to be imaginary.
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Pain disorder
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Pain that has no identifiable physical cause and appears to be of psychological origin.
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Conversion disorder
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A symptom or disability that appears to be physical but that actually results from anxiety, stress, or emotional conflict.
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Dissociative disorder
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Temporary amnesia, multiple personality, or depersonalization.
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Depersonalization
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An alteration in the perception or experience of one's self.
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