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143 Cards in this Set
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Bartlett |
Investigated role of schemata in memory; concluded that memory is largely a reconstructive process |
Cognitive psychology |
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Cattell |
Divided intelligence into fluid intelligence and crystallized intelligence and looked at how they change throughout the life span |
Cognitive psychology |
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Chomsky |
Distinguished between the surface structure and deep structure of a sentence; studied transformational rules that could be used to transforms one sentence into another |
Cognitive psychology |
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Craig and Lockhart |
Devised levels-of-processing theory of memory as an alternative to the stage theory of memory |
Cognitive psychology |
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Ebbinghaus |
Studied memory using nonsense syllables and the method of savings; developed the forgetting curve |
Cognitive psychology |
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Collins and Loftus |
Devised the spreading activation model of semantic memory |
Cognitive psychology |
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Gardner |
Proposed a theory of multiple intelligences that divides intelligence into seven different types: linguistic ability, logical-mathematical ability, spatial ability, musical ability, bodily-kinesthetic ability, interpersonal ability, and intrapersonal ability; traditional IQ tests measure only first two |
Cognitive psychology |
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Guilford |
Devised divergent thinking test to measure creativity |
Cognitive psychology |
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Kahneman and Tversky |
Investigated the use of heuristics in decision making ; studied the availability heuristic and the representativeness heuristic |
Cognitive psychology |
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Loftus |
Studied eyewitness memory and concluded that our memories can be altered by presenting new information or by asking misleading questions |
Cognitive psychology |
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Luchins |
Used the water-jar problem to study the effect of mental sets in problem solving |
Cognitive psychology |
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Maccoby and Jacklin |
Found support for gender differences in verbal ability |
Cognitive psychology |
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McClelland and Rumelhart |
Suggested that the brain processes information using parallel distributed processing (PDP) |
Cognitive psychology |
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Miller |
Found that the capacity of short-term memory is seven (plus or minus two) items |
Cognitive psychology |
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Paivio |
Proposed dual-code hypothesis |
Cognitive psychology |
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Smith, Shonen, and Rips |
Devised the semantic feature-comparison model of semantic memory |
Cognitive psychology |
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Spearman |
Suggested that individual differences in intelligence were largely due to differences in amount of a general factor called "g" and a specific factor called "s" |
Cognitive psychology |
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Sperling |
Studied the capacity of sensory memory using the partial-report method |
Cognitive psychology |
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Sternberg |
Proposed triarchic theory that divides intelligence into three types: componential, experiential, and contextual |
Cognitive psychology |
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Thurstone |
Used factor analysis to study primary mental abilities - factors more specific than g, but more general than s |
Cognitive psychology |
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Whorf |
Hypothesized that language determines how reality is perceived |
Cognitive psychology |
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Aronson and Linder |
Purposed gain-loss principle (an evaluation that changes will have more effect than an evaluation that remains constant) |
Social psychology |
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Asch |
Studied conformity by asking subjects to compare like lengths |
Social psychology |
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Bandura |
Developed the social learning theory, which focuses on learning through social contexts |
Social psychology |
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Bem |
Developed self-perception theory as an alternative to cognitive dissonance theory |
Social psychology |
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Clark and Clark |
Performed study on doll preferences in African American children; results of which were used in 1954 Brown v Topeka Board of Education Supreme Court case |
Social psychology |
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Darley and Latané |
Proposed that there were two factors that could lead to non-helping: social influence and diffusion of responsibility |
Social psychology |
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Eagly |
Suggested that gender differences in conformity were not due to gender per se, but to different social times |
Social psychology |
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Festinger |
Developed cognitive dissonance theory; also developed social comparison theory |
Social psychology |
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Hall |
Studied norms for interpersonal distance in face to face interactions |
Social psychology |
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Heider |
Developed balance theory to explain why attitudes change; also developed attribution theory and divided attributions into two categories: dispositional and situational |
Social psychology |
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Hovland |
Studied attitude changes |
Social psychology |
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Janis |
Developed the concept of groupthink to explain how group decision-making can sometimes go awry |
Social psychology |
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Lerner |
Proposed the concept of belief in a just world |
Social psychology |
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Lewin |
Divided leadership styles into three categories: autocratic, democratic, and laissez-faire |
Social psychology |
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McGuire |
Studied how psychological inoculation could help people resist persuasion |
Social psychology |
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Milgram |
Studied obedience by asking subjects to administer electroshock; also proposed stimulus overload theory to explain differences between city and country dwellers |
Social psychology |
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Newcomb |
Studied political norms |
Social psychology |
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Petty and Cacioppo |
Developed elaboration likelihood model of persuasion (central and peripheral routes to persuasion) |
Social psychology |
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Schachter |
Studied relationship between anxiety and the need for affiliation |
Social psychology |
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Sherif |
Used autokinetic effect to study conformity; also performed Robber's Cave experiment and found that having superordinate goals increased intergroup cooperation |
Social psychology |
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Zajonc |
Studied the mere exposure effect; also resolved problems with the social facilitation effect by suggesting that the presence of others enhances the emission of dominant responses and impairs the emission of nondominant responses |
Social psychology |
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Zimbardo |
Performed prison simulation and used concept of deindividuation to explain results |
Social psychology |
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Ainsworth |
Devised the "strange situation" to study attachment |
Developmental psychology |
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Baumrind |
Studied the relationship between parental style and discipline |
Developmental psychology |
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Bowlby |
Studied attachment in human children |
Developmental psychology |
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Chomsky |
Linguist who suggested that children have an innate capacity for language acquisition |
Developmental psychology |
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Erikson |
Eight stages of psychosocial development covering the entire lifespan: trust v mistrust, autonomy v shame and doubt, initiative v guilt, industry v inferiority, identity v role confusion, intimacy v isolation, generativity v stagnation, integrity v despair |
Developmental psychology |
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Freud |
Five stages of psychosexual development: oral, anal, phallic, latency, genital; stressed the importance of the Oedipal conflict in psychosexual development |
Developmental psychology |
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Gesell |
Believed that development was due primarily to maturation |
Developmental psychology |
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Gilligan |
Suggested that males and females have different orientations toward morality |
Developmental psychology |
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Hall |
The founder of developmental psychology |
Developmental psychology |
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Harlow |
Used monkeys and "surrogate mothers" to study the role of contact comfort in bond formation |
Developmental psychology |
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Kagan |
Conducted landmark longitudinal study to examine developmental trajectories of children's temperament |
Developmental psychology |
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Kohlberg |
Studied moral development using moral dilemmas |
Developmental psychology |
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Locke |
British philosopher who suggested that infants had no predetermined tendencies, that they were blank slates (tabulas rasa) to be written on by experience |
Developmental psychology |
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Lorenz |
Studied imprinting in birds |
Developmental psychology |
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Piaget |
Four stages of cognitive development: sensorimotor, preoperational, concrete operational, formal operational |
Developmental psychology |
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Rousseau |
French philosopher who suggested that development could unfold without help from society |
Developmental psychology |
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Terman |
Performed longitudinal study on gifted children |
Developmental psychology |
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Tryon |
Studied the genetic basis of maze-running ability in rats |
Developmental psychology |
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Vygotsky |
Studied cognitive development; stressed the importance of the zone of proximal development: those skills and abilities that have not yet fully developed but are in the process of development |
Developmental psychology |
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Binet and Simon |
Developed the Binet-Simon intelligence test: introduced the concept of mental age |
Research psychology |
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Holland |
Developed the RIASEC model of occupational themes, divided interests into six types: realistic, investigative, artistic, social, enterprising, conventional |
Research psychology |
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Jensen |
Suggested that there were genetically based racial differences in IQ; highly criticized |
Research psychology |
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Morgan and Murray |
Developed Thematic Apperception Test (TAT): 20 simple pictures depicting scenes with ambiguous meanings; projective test, designed to measure personality |
Research psychology |
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Rorschach |
Developed the Rorschach inkblot test: 10 cards with reproductions of inkblots, presented in a specific order with very specific instructions; projective test, designed to measure personality |
Research psychology |
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Rotter |
Developed sentence completion test: 40 sentence stems the taker is asked to complete; projective test, measures personality |
Research psychology |
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Stern |
Developed concept of ratio IQ: mental age / chronological age x 100; after a certain age, chronological age increases while mental age does not, so IQ will appear to decline with age |
Research psychology |
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Strong and Campbell |
Developed the Strong-Campbell Interest Inventory which is used to assess interest in different lines of work (they didn't actually work together, Campbell just revised an earlier test of Strong's) |
Research psychology |
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Terman |
Revised the Binet-Simon intelligence test; revision became known as Stanford-Binet IQ Test |
Research psychology |
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Wechsler |
Developed several intelligence tests for use with different ages (the WPPSI, WISC, and WAIS); these tests yield three deviation IQs: a verbal IQ, a performance IQ, and a full-scale IQ |
Research psychology |
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Broca |
French anatomist who identified the part of the brain primarily associated producing spoken language; Broca's area |
Physiological psychology |
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Cannon |
Physiologist who studied the autonomic nervous system, including the "fight or flight" reactions; investigated homeostasis |
Physiological psychology |
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Cannon-Bard theory of emotion |
Argued that emotions reflect physiological arousal of the autonomic nervous system and specific neural circuits in the brain |
Physiological psychology |
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Kandel |
Demonstrated that simple learning behavior in sea snails (aplysia) is associated with changes in neurotransmission |
Physiological psychology |
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James-Lange theory of emotion |
Argued that we recognize emotions based on how our body reacts: "we feel sorry because we cry, angry because we strike, afraid because we tremble" |
Physiological psychology |
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Klüver and Bucy |
Studied loss of normal fear and rage reactions in monkeys resulting from bilateral removal of the amygdala; studied the amygdala's role in emotions |
Physiological psychology |
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Luria |
Russian neurologist who studied how brain damage leads to impairment in sensory, motor, and language functions |
Physiological psychology |
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Milner |
Studied severe anterograde amnesia (inability to form new memories) in H.M., a patient whose hippocampus and temporal lobes were removed surgically to control epilepsy |
Physiological psychology |
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Olds and Milner |
Demonstrated existence of pleasure center in the brain using "self-simulation" studies in rats |
Physiological psychology |
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Penfield |
Canadian neurosurgeon who used electrodes and electrical simulation techniques to "map" out different parts of the brain during surgery |
Physiological psychology |
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Schachter-Singer two-factor theory of emotions |
Argued that unspecified physiological arousal will be labeled as different emotions depending on mental response to environmental stimulation |
Physiological psychology |
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Sherrington |
English physiologist who first inferred the existence of synaptic communication between neurons |
Physiological psychology |
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Sperry and Gazzaniga |
Investigated functional differences between left and right cerebral hemispheres using "split-brain" patient studies (patients who have had their corpus callosum severed) |
Physiological psychology |
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Wernicke |
German neurologist who identified the part of the brain primarily associated with understanding spoken language; Wernicke's area |
Physiological psychology |
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Adler |
Psycbodynamic theorist best known for the concept of inferiority complex |
Personality and Abnormal Psychology |
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Allport |
Trait theorist known for the concept of functional autonomy; also distinguished between idiographic and nomothetic approaches to personality |
Personality and Abnormal Psychology |
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Bandura |
Behaviorist theorist known for his social learning theory; did modeling experiment using Bobo doll |
Personality and Abnormal Psychology |
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Bem |
Suggested that masculinity and femininity were two separate dimensions; also linked with concept of androgyny |
Personality and Abnormal Psychology |
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Cattell |
Trait theorist who used factor analysis to study personality; identified 16 basic traits that constitue the building blocks of personality |
Personality and Abnormal Psychology |
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Dollard and Miller |
Behaviorist theorist who attempted to study psychoanalytic concepts within a behaviorist framework; also known for their work on approach-avoidance conflicts |
Personality and Abnormal Psychology |
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Erikson |
Ego psychologist whose psychosocial stages of development encompass the entire lifespan |
Personality and Abnormal Psychology |
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Eysenck |
Trait theorist who proposed two main dimensions on which human personalities differ: introversion-extroversion and emotional stability-neuroticism (later added psychoticism) |
Personality and Abnormal Psychology |
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Anna Freud |
Founder of ego psychology |
Personality and Abnormal Psychology |
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Sigmund Freud |
Originator of the psycbodynamic approach to personality |
Personality and Abnormal Psychology |
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Horney |
Psychodynamic theorist who suggested there were three ways to relate to others: moving toward them, moving against them, and moving away from them |
Personality and Abnormal Psychology |
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Jung |
Psychodynamic theorist who broke with Freud over the concept of libido; suggested that the unconscious could be divided into the personal unconscious and the collective unconscious, which contains the archetypes: the persona, the anima and animus, the shadow, and the self |
Personality and Abnormal Psychology |
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Kelly |
Based personality theory on the notion of "individual as scientist" |
Personality and Abnormal Psychology |
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Lewin |
Phenomenological personality theorist who developed field theory: a personality can be divided up dynamically into ever-changing "systems" |
Personality and Abnormal Psychology |
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Maslow |
Phenomenological personality theorist known for developing a hierarchy of needs: physiological and safety needs, belongingness and love needs, esteem/cognitive/aesthetic needs, and finally self-actualization |
Personality and Abnormal Psychology |
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Beck |
Cognitive behavior therapist known for his therapy for depression |
Personality and Abnormal Psychology |
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Bleuler |
Coined the term Schizophrenia: literally means "split mind" |
Personality and Abnormal Psychology |
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Dix |
19th century American advocate for asylum reform |
Personality and Abnormal Psychology |
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Ellis |
Cognitive behavior therapist known for his rational-emotive therapy (RET) |
Personality and Abnormal Psychology |
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Kraepelin |
Developed system in 19th century for classifying mental disorders; DSM-5 can be considered to be a descendant of this system |
Personality and Abnormal Psychology |
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Pinel |
Reformed French asylums in late 18th century |
Personality and Abnormal Psychology |
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Rogers |
Developed client-centered therapy, a therapy that was based upon the concept of unconditional positive regard |
Personality and Abnormal Psychology |
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Rosenhan |
Investigated the effect of being labeled mentally ill by having pseudopatients admitted into mental hospitals |
Personality and Abnormal Psychology |
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Seligman |
Formulated learned helplessness theory of depression |
Personality and Abnormal Psychology |
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Szasz |
Suggested that most of the mental disorders treated by clinicians are not really mental disorders; wrote The Myth of Mental Illness |
Personality and Abnormal Psychology |
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Békésy |
Empirical studies led to traveling wave theory of pitch perception: movement of basilar membrane in inner ear is maximal at different regions for different frequencies; partially supported Helmholtz's place-resonance theory |
Sensation and Perception |
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Berkeley |
Developed list of depth cues that help us to perceive depth: interposition (overlap), relative size, and linear perspective |
Sensation and Perception |
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Broadbent |
Proposed filter theory of attention: selective attention acts as a filter between sensory stimuli and our processing system; stimuli that are attended to pass through, unattended stimuli are lost; proposed attention as an all-or-nothing process, which we now know is not the case |
Sensation and Perception |
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Fechner |
Developed Fechner's law: an equation which relates the intensity of the stimulus to the intensity of the sensation; derived from Weber's law, determined that sensation increases more slowly as intensity increases |
Sensation and Perception |
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Gibson, E. and Walk |
Developed the visual cliff apparatus, which is used to study the development of depth perception in infants |
Sensation and Perception |
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Gibson, J. |
Studied depth cues (especially texture gradients) that hell us to perceive depth |
Sensation and Perception |
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Helmholtz |
Developed Young-Helmholtz trichromatic theory of color vision: three types of color receptors are red, blue, and green; also developed place-resonance theory of pitch perception: different pitches cause different places on the basilar membrane in the inner ear to vibrate |
Sensation and Perception |
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Hering |
Developed opponent process theory of color vision; three opposing pairs or color receptors: red-green, blue-yellow, black-white |
Sensation and Perception |
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Hubel and Wiesel |
Studied feature detection in visual cortex and discovered simple, complex, and hypercomplex cells |
Sensation and Perception |
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Melzack and Wall |
Proposed gate theory of pain: there is a gating mechanism in the spinal cord that turns pain signals on and off |
Sensation and Perception |
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Stevens |
Developed Stevens' power law as an alternative to Fechner's law: also relates the intensity of the stimulus to the intensity of the sensation |
Sensation and Perception |
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Swets |
Refined ROC curves in signal detection theory: receiver operating characteristics are used to graphically summarize a subject's responses in a signal detection experiment |
Sensation and Perception |
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Wever and Bray |
Proposed volley theory of pitch perception in response to criticism of the frequency theory: high rates of neural firing can be maintained if nerve fibers work together (because frequency theory does not account for detection of pitches above 1000 Hz) |
Sensation and Perception |
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Yerkes and Dodson |
Developed Yerkes-Dodson law: performance is best at intermediate levels of arousal, suffers if arousal is above or below this threshold |
Sensation and Perception |
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Bandura |
Studied observational learning with "Bobo doll" experiment; also described vicarious reinforcement |
Learning and Ethology |
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Breland and Breland |
Discovered and studied instinctual drift: instinctual ways of behaving are able to override behaviors learned through operant condition |
Learning and Ethology |
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Darwin |
Proposed a theory of evolution with natural selection as its center piece |
Learning and Ethology |
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Garcia |
Studied taste-aversion learning and proposed that some species are biologically prepared to learn connections between certain stimuli |
Learning and Ethology |
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Köhler |
Studied insight in problem solving; argued some animals could learn by insight alone, rather than simple trial and error; co-founder of Gestalt psychology |
Learning and Ethology |
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Lorenz |
Ethologist who studied unlearned, instinctual behaviors in the natural environment |
Learning and Ethology |
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Pavlov |
Discovered the basic principles of classical conditioning |
Learning and Ethology |
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Premack |
Suggested the Premack principle: a more-preferred activity could be used to reinforce a less-preferred activity |
Learning and Ethology |
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Rescorla |
Performed experiments which showed that contiguity could not fully explain classical conditioning; proposed contingency theory of classical conditioning: CS should be a good signal with informational value, or good predictor of the UCS in order for the two to become associated and for classical conditioning to occur |
Learning and Ethology |
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Skinner |
Developed principles of operant conditioning |
Learning and Ethology |
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Thorndike |
Proposed the law of effect; used puzzle boxes to study problem solving in cats |
Learning and Ethology |
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Tinbergen |
Ethologist who introduced experimental methods into field situations |
Learning and Ethology |
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von Frisch |
Ethologist who studied communication in honeybees |
Learning and Ethology |
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Watson |
Performed experiment on Little Albert that suggested that the acquisition of phobias was due to classical conditioning |
Learning and Ethology |
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Wilson |
Developed sociobiology |
Learning and Ethology |
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Wolp |
Developed method of systematic desensitization to eliminate phobias |
Learning and Ethology |
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Weber |
Investigated muscle sense; introduced the notion of just noticeable difference (JND) |
Sensation and Perception |
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Franz Joseph Gall |
Developed the concept of phrenology, which attempts to associate lumps on the head with personality traits |
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