Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
53 Cards in this Set
- Front
- Back
|
InformedConsent |
provides participants with as full as possible a description of the procedures they will be asked to take part in before they decide to participate |
|
|
Three things for informed consent |
–Overviewof tasks required in study –Abilityto leave w/out losing credit or money –Confidentiality |
|
|
Debriefing |
provides participants with a fullexplanation of the study after thestudy is over. |
|
|
4 Requirements for Debriefing |
–Explanation of hypothesis –Removal of deception –Use of participants as “consultants” –“Scouting” goal – leave better than arrived |
|
|
IRB (Institutional Review Board) |
a board of university and community members whoevaluate all research at the university and must approve it as ethicallyacceptable beforeit can be conducted. |
|
|
3 Things IRB looks at |
–Importanceof research vs. Potential harm to participants –Willtemporary harm be alleviated by end of study? –Wouldyou let friend, sister, … participate? |
|
|
Learning |
- relatively permanent changein behaviorthat results from experience. |
|
|
•Two major types of learning both result from learning associations |
–Classicalconditioning –learn to associate 2 stimuli in the environment (Pavlov, Watson) –Operantconditioning –learn to associate behavior with consequences (Thorndike, Skinner) |
|
|
Processesin Classical Conditioning (2) |
Acquisition –learning a new response. Requires: timeassociation, CS before UCS, and certain number of pairings. Generalization –responding to a new, but similar stimuli, in the same way. (Little Albert and the white rat) Discrimination –respond to certain stimulus but NOT other (similar) stimuli Extinction –gradual weakening and disappearance of a conditioned response SpontaneousRecovery –when the CR comes back after apparent extinction |
|
|
2 Types of Operant Conditioning |
–Reinforcement: increases an organism’s tendency to make a response –Punishment: decreases an organism’s tendency to make a response |
|
|
Processes in Operant Conditioning (3) |
1.Shaping –reinforcing behaviors that are increasingly similar to the desired behavioruntil desired behavior occurs 2.Extinction –desired behavior stops due to lack of consequence3.SpontaneousRecovery –behavior returns (usually temporarily) despite lack of consequence |
|
|
How to Make Effective Punishment |
1.Severeenough and proportional to offense2.Followthe behavior immediately 3.Analternate response is provided 4.Isconsistent |
|
|
Superstition |
abehavior which is repeated because you THINK it produces some desired behavior(in reality there is no association between behavior and consequence) |
|
|
Observational Learning |
People andanimals can learn by just observing others’ behavior and then imitating them(direct reinforcement or punishment is not required)• |
|
|
Prenatal Period (4) |
Conception –fertilization creates a zygote –one celled organism (sperm & egg) GerminalStage (first 2 weeks) EmbryonicStage (2 weeks – 2 months) FetalStage (2 months – birth)–LBW(low birth weight) concerns |
|
|
Newborn Reflexes (6) |
Rootingreflex Blinking PalmarGrasp Stepping Sucking Startle(Moro) reflex |
|
|
Newborn Vision (3) |
Prefer8-12 inches Preferhuman face By 3months, recognize mom’s face |
|
|
Newborn Hearing (3) |
Canlocalize sounds Arestartled (Moro reflex) or soothed Recognizemom’s voice (not Dad though) |
|
|
Development of Attachment (4) |
Contactcomfort (Harlow monkey studies) Familiarity Responsiveparenting Temperament |
|
|
Attachment Patterns |
•Secure(60% of US toddlers) Securebase for exploration–Easilysoothed during reunion•Avoidant(20%)•Ambivalent(15%) •Disorganized/Disoriented(<5%) •Determinedby Ainsworth’s Strange Situation |
|
|
Jean Piaget's Theory |
Schemas –mental “models” for storing our experiences. Assimilation – wetry to fit new experiences into existing schemas Accommodation – weadapt our schemas to fit new information |
|
|
Piaget’s Stage Theory |
Sensorimotor(0-2 years) Proportional (2-7years) ConcreteOperational (7-11 years)FormalOperational (12+ years) |
|
|
Sensorimotor Stage (2) |
•Cognitivetasks are sensory and motor in nature•Appearanceof symbolic thought – canuse mental symbols to represent objects –Objectpermanence –understanding that objects continue to exist when they are not visible |
|
|
Preoperational Stage (2) |
•Developmentof language •Piagetfocused on child’s limitations here –Egocentrism –child sees world only from his/her perspectiveLack conservation –don’t understand that properties such as mass, volume and number remain thesame despite changes |
|
|
Concrete Stage |
•ConcreteOperational Stage (7-11 years) –Childrenachieve conservation on concrete objects. |
|
|
Formal Stage |
•FormalOperational Stage (12+ years) –Reasoningexpands to the abstract. |
|
|
Nature of Gender |
•Sex(biological)- based on receiving an XX or XY chromosome pair •Gender(social/cultural)- socially definedsex roles |
|
|
Kohlberg’s Cognitive Development Theory (2) |
•GenderIdentity (age2-3) – recognizing that you (and others) are male or female. •GenderConstancy (age6 +) – understanding that your sex will not change with age. |
|
|
Observational Learning |
–we observe and imitate other’s sex-typed behaviors. –Majorsources of such learning:•People– parents, friends, teachers, … Media– TV, books, movies, …–Reinforcementand punishment can play a role as well |
|
|
Building Blocks of Language |
Phoneme– basic unit of speech•“p”in petunia or “ng” insting Syntax– grammatical rules for ordering words into sentences |
|
|
Stages of Language Development |
Perceptionof sounds Babbling One-wordStage–Underextension –applying a word too narrowly–Overextension –applying a word too broadly Two-wordStage–Overregularization –rules of language applied too broadly |
|
|
Theories of Language Development |
•BehavioristPerspective (Skinner) –Languageis learned due to adult reinforcement of children’s verbalizations •NativistPerspective (Chomsky)–Languageis uniquely human–Weare biologically predisposed to learn language Proposeda Language Acquisition Device (LAD)–Mustbe triggered by verbal input |
|
|
Possible Effects of Older Adulthood (2) |
–Crystallizedintelligence –one’s accumulated knowledge – increases with age –Fluidintelligence –reasoning speedily and abstractly – decreases with age |
|
|
6 Steps of a Research Project |
1.Ask aquestion 2.Developahypothesis 3.Selecta method and design the study 4.Collectthe data 5.Analyzedata and draw conclusions 6.Reportfindings |
|
|
Experimental Design |
systematicallyvarying a specific factor (variable) to see if it has an effect on the socialbehavior of interest. |
|
|
2 Types of Experimental Variables |
Experimental variable- avariable systematically varied by the researcher. Subjectvariable/Quasi-experimental variable - a variable to which a researchercannot randomly assign subjects to the various levels |
|
|
Dependant Variable |
–The outcome variable. What is measured in an experiment. |
|
|
Operational Definition |
•specifiesprecisely how a variable is measured or manipulated by theresearcher. |
|
|
2 Requirements for True Experiment |
–Experimentalvariable(s)- the experimenter actually manipulates all of the independent variable. –Randomassignment- each subject has an equal chance of being assigned to any of the levels ofthe independent variable. |
|
|
Criteria for Causality (3) |
1.Thereis a relationship between the variables2.Thecausal variable precedes the affected variable 3.Thereis no possibility of a 3rd variable affecting the relationshipbetween the first two variables. |
|
|
Internal Validity |
•theextent to which causal conclusions about the effect of the IV can besubstantiated. Did IV à DV? |
|
|
External Validity |
•theextent to which the results of a study can be generalized to other populationsand settings. |
|
|
2 Ways of Avoiding Experimenter Bias |
•Blindto condition –E not knowing which level of the IV participant is being exposed to •Blindto hypothesis –E not knowing the prediction for each level of the IV |
|
|
Early Schools of Psychology (2) |
Wilhelm Wundt- The Science of Psycology Edward Titchener- Structuralism William James, Darwin- Functionalism |
|
|
Functionalism |
functionalismfocuses on how behaviors function toallow people and animals adapt to their environment |
|
|
Structuralism |
complexconscious experiences could be broken down into elemental parts or structures. |
|
|
The Science of Psycology |
experimentalmethods should be used to study mental processes |
|
|
Psychoanalysis (Freud) |
The Unconscious isthe part of the mind that operates outside of conscious awareness Unconsciousconflicts determine behavior andpersonality |
|
|
Sigmund Freud Ideas |
–Humannature driven by instinct and unconscious drives (sex & aggression primary)Believed in power of the unconscious –Interpretationof dreams –Freeassociation |
|
|
Behaviorist Psych |
Ourbehavior is a direct response to a stimulus in our environment. |
|
|
Cognitive Psych |
Thescientific study of how perception, thought, memory, and reasoning areprocessed |
|
|
Humanist Psych |
•Importanceof looking at entire person •Emphasizedfree will •Strivefor self-actualization (full potential) |
|
|
Levels of Analysis |
•Biological –emphasizing genetics along with brain structure and chemistry •Individual –traditional research areas like perception, cognition, language &personality •Sociocultural –how groups and cultures can impact us |
