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;
68 Cards in this Set
- Front
- Back
|
psychology
|
The scientific study of behavior and mental processes. |
|
|
psychologists
|
Scientists who study behavior and mental processes. |
|
|
introspection
|
The examination of one's own conscious activities. |
|
|
structuralism
|
An early school of psychology used to determine the structure and most basic elements of the mind.
|
|
|
functionalism
|
An early school of psychology that focused on the function of thought processes, feelings, and behaviors and how they help us adapt to the environment.
|
|
|
behaviorism
|
The scientific study of observable behavior.
|
|
|
humanistic psychology
|
An approach suggesting that human nature is by and large positive, and the human direction is toward growth.
|
|
|
natural selection
|
The process through which inherited traits in a given population either increase in frequency because they are adaptive or decrease in frequency because they are maladaptive.
|
|
|
biopsychosocial perspective |
Explains behavior through the interaction of biological, psychological, and social factors. |
|
|
psychoanalysis |
Freud's views regarding personality as well as his system of psychotherapy and tools for the exploration of the unconscious.
|
|
|
unconcious |
According to Freud, the level of consciousness outside of awareness, which is difficult to access without effort or therapy.
|
|
|
id
|
According to Freud, the most primitive structure of the mind, the activities of which occur at the unconscious level and are guided by the pleasure principle.
|
|
|
pleasure principle
|
Collection of rules that guide the id, resulting in behaviors to achieve instant gratification without thought to consequences. |
|
|
ego |
According to Freud, the structure of the mind that uses the reality principle to manipulate situations, plan for the future, solve problems, and make decisions. |
|
|
reality principle
|
Collection of rules that guide the ego as it negotiates between the id and the environment.
|
|
|
superego |
According to Freud, the structure of the mind that guides behavior to follow the rules of society, parents, or other authority figures.
|
|
|
ego defense mechanisms
|
Distortions of perceptions and memories of the real world, without one's awareness, to reduce the anxiety created by the conflict among the id, ego and superego.
|
|
|
repression
|
The way the ego moves uncomfortable thoughts, memories, or feelings from the conscious level to the unconscious.
|
|
|
pseudopsychology |
An approach to explaining and predicting behavior and events that appears to be psychology, but has no empirical or objective evidence to support it. |
|
|
critical thinking |
The process of weighing various pieces of evidence, synthesizing them, and evaluating and determining the contributions of each. |
|
|
scientific method |
The process scientists use to conduct research, which includes a continuing cycle of exploration, critical thinking, and systematic observation. |
|
|
experiment |
A controlled procedure that involves careful examination through the use of scientific observations and/or manipulation of variables (measurable characteristic). |
|
|
hypothesis |
A statement that can be used to test a prediction. |
|
|
theory |
Synthesizes observations in order to explain phenomena and guide predictions to be tested through research. |
|
|
operational definition |
The precise manner in which a variable of interest is defined and measured. |
|
|
replicate |
To repeat an experiment, generally with a new sample and/or other changes to the procedures, the goal of which is to provide further support for the findings of the first study. |
|
|
variables |
Measurable characteristics that can vary over time or across people. |
|
|
population |
All members of an identified group about which a research interested. |
|
|
sample |
A subset of a population chosen for inclusion in an experiment. |
|
|
random sample |
A subset of the population chosen through a procedure that ensures all members of the populations have an equally likely chance of being selected to participate in the study. |
|
|
representative sample |
A subgroup of a population selected so its members have characteristics that closely reflect those of the population of interest. |
|
|
informed consent |
Acknowledgment of study participants that they understand what their participation will entail. |
|
|
debriefing |
Sharing information with participants after their involvement in a study has ended, including the purpose of the study and deception used in it. |
|
|
Institutional Review Board (IRB) |
A committee that reviews research proposals to protect the rights and welfare of all participants. |
|
|
descriptive research |
Research methods that describe and explore behaviors, although the findings cannot definitively state cause-and-effect relationships. |
|
|
naturalistic observation |
A type of descriptive research that studies participants in their natural environment through their systematic observation. |
|
|
observer bias |
Errors introduced into the recording of observations due to the researcher's value system, expectations, or attitudes. |
|
|
case study |
A type of descriptive research that closely examines one individual or small group. |
|
|
survey method |
A type of descriptive research that uses questionnaires or interviews to gather data.
|
|
|
correlational method |
A type of descriptive research examining the relationships among variables.
|
|
|
correlation |
An association or relationship between two (or more) variables.
|
|
|
correlation coefficient |
The statistical measure (symbolized as r) that indicates the strength and direction of the relationship between two variables. |
|
|
third variable |
An unaccounted for characteristic of participants or environment that explains changes in the variables of interests.
|
|
|
experimental method |
A type of research that manipulates a variable of interest (independent variable) to uncover cause-and-effect relationships.
|
|
|
random assignment |
The process of appointing participants in a research study to the experimental or control groups, ensuring that every person has an equal chance of being assigned to either.
|
|
|
experimental group |
The members of an experiment who are exposed to the treatment variable or manipulation by the researcher; represents the treatment group.
|
|
|
control group |
The participants in an experiment who are not exposed to the treatment variable; this is the comparison group.
|
|
|
placebo |
An inert substance given to members of the control group; the fake treatment that has no benefits, but is administrated as if it does. |
|
|
independent variable (IV) |
In an experimental design, the variable manipulated by the researcher to determine its effect on the dependent variable.
|
|
|
dependent variable (DV) |
In an experimental design, the characteristic or response that is measured to determine the effect of the researcher's manipulation.
|
|
|
extraneous variable |
A variable in the environment or of the participants that could unintentionally influence the outcome of the study.
|
|
|
confounding variable |
A type of extraneous variable that changes in sync with the independent variable, making it difficult to discern which one is causing changes in the dependent variable. |
|
|
double-blind study |
Type of study in which neither the researchers who are administering the independent variable nor the participants know what type of treatment is being given.
|
|
|
experimenter bias |
Researchers' expectations that influence the outcome of a study. |
|
|
positive psychology |
An approach that focuses on the positive aspects of human beings, seeking to understand their strengths and uncover the roots of happiness, creativity, humor, and so on. |
|
|
personality |
The unique, core set of characteristics that influence the way one thinks, acts, and feels, and that are relatively consistent and enduring throughout the life span. |
|
|
five-actor model of personality |
A trait approach to personality, including dimensions of openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism; also known as "the Big Five." |
|
|
Psychoanalysis approach as a personality theory |
Personality develops early in life; we are greatly influenced by processes of which we are unaware (e.g. internal conflicts, aggression, sexual urges). |
|
|
Behavioral approach as a personality theory |
Personality is shaped by interactions with the environment |
|
|
Humanistic approach as a personality theory |
We are innately good and control our destinies; we have a force moving us toward growth. |
|
|
Social-cognitive approach as a personality theory |
Focuses on social influences and mental processes that affect personality; emphasis on the combination of environment, cognitive activity, and individual behavior.
|
|
|
Biological approach as a personality theory |
Emphasizes the physiological and genetic influences on personality development; incorporates gene-environment explanations for the emergence of certain characteristics. |
|
|
Trait approach as a personality theory |
Looks at the current traits of the individual to describe and predict personality. |
|
|
reciprocal determinism |
According to Bandura, multidirectional interactions among cognitions, behaviors, and the environment. |
|
|
traits |
The relatively stable properties that describe elements of personality. |
|
|
trait theories |
Theories that focus on personality dimensions and their influence on behavior; can be used to predict behaviors. |
|
|
surface traits |
Easily observable characteristics that derive from source traits. |
|
|
source traits |
Basic underlying or foundational characteristics of personality. |
