PS 101
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Created by:
cquezergue on October 18, 2011
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82 terms
Terms | Definitions |
|---|---|
 psychology | science that studies behavior and mental processes |
| critical thinking guidelines | .....done. |
| Freud thought a person's subconscious is __________. | timeless |
| Structuralism | - Wilhelm Wundt -interested in WHAT happens - train introspection |
| Functionalism | - William James - interested in HOW and WHY - broadened the field of psych. to include children, animals, religious experiences |
| Psychoanalysis | - theory of personality and a method of psychotherapy - originally formulated by Freud - emphasizes unconscious motives and conflicts |
| Psychological Perspective: Learning (Behaviorism) | - John Watson - emphasizes how the environment ad experience affect a person's/animal's actions - includes behaviorism/social cognitive theories |
| Psychological Perspective: Biological | - emphasizes how bodily events affect behavior, feelings, and thoughts |
| Psychological Perspective: Cognitive (thinking) | - emphasizes what goes on in people's ideas; mental processes in perception, memory, language, problem-solving, etc. |
| Psychological Perspective: Psychodynamic | - emphasizes unconscious dynamics within the individual such as inner forces, conflicts, or the movement of instinctual energy - involves: unconscious thoughts, desires, conflicts |
| Psychological Perspective: Humanism | - Abe Maslow and Carl Rogers - emphasizes personal growth and the achievement of human potential rather than the scientific understanding of behavior - rejected behaviorism and psychoanalysis - emphasized creativity and achieving potential |
| Psychological Perspective: Logotherapy | focuses on the meaning of human existence as well as on man's search for such a meaning. |
| Psychological Perspective: Eclectic | taking a little from different perspectives |
| Quotes by Frankl | 1. "Even more people today have the means to live, but no meaning to live for." 2. "For the meaning of life differs from man to man, from day to day, and from hour to hour. What matters, therefore, is not the meaning of life in general, but rather the specific meaning of a person's life at a given moment." 3. "When we are no longer able to change a situation, we are challenged to change ourselves." |
| Dr. Frankl | - 1905-1997 (92 years old) - logotherapy |
| Nietzsche | - 1844 - 1900 - "He who has a why to live for can bear almost any how." - "That which does not kill us makes us stronger." |
| Critical Guidelines (8) | 1. Ask questions; be willing to wonder 2. Define Your Terms 3. Examine the Evidence 4. Analyze Assumptions and Biases - assumption = beliefs a bias when it keeps us from considering the evidence fairly 5. Avoid Emotional Reasoning 6. Don't Oversimplify - Occam's Razor 7. Consider Other Interpretations 8. Tolerate Uncertainty |
| 5 Steps of Scientific Method | 1. Theory/Hunch 2. Hypothesis 3. Predictions 4. Evidence |
| Research Methods: Case Study | - Genie - detailed description of a particular individual being studied or treated |
| Research Method: Observational Research | - study in which the researcher carefully and systematically observes and records behavior without interfering with the behavior; it may involve either naturalistic or laboratory observation |
| Research Method: Descriptive Research | ? |
| Research Method: Psychological Test | - procedures used to measure and evaluate personality traits, emotional states, aptitudes, interests, abilities, and values |
| Research Method: Surveys | - questionnaires and interviews that ask people directly about their experiences, attitudes, or opinions |
| Research Method: Experimental | ? |
| Research Method: Correlational Study | - a descriptive study that looks for a consistent relationship between two phenomena |
| Correlation | - a measure of how strongly two variables are related to one another |
| Positive Correlation | - an association between increases in one variable and increases in another--or between decreases in one and in another |
| Negative Correlation | - an association between increases in one variable and decreases in another |
| coefficient of correlation | - measure of correlation that ranges in value from -1.00 to +1.00 |
| variables | - characteristics of behavior or experience that can be measured or described by a numeric scale |
| independent variable | - variable that an experimenter manipulates |
| dependent variable | - variable that an experimenter predicts will be affected by manipulations of the independent variable |
| control condition | - in an experiment, a comparison condition in which participants are not exposed to the same treatment as in the experiment condition |
| informed consent | - the doctrine that anyone who participates in human research must do so voluntarily and must know enough about the study to make an intelligent decision about whether to take part |
| Ethical Guidelines | - informed consent - protection from physical/mental harm - if any risks, must have chance to withdraw at any time - thorough debriefing - show that any deception is justified by a study's potential value and to consider alternative procedures |
| Components of a Good Test: Standardize | - in test construction, to develop uniform procedures for giving and scoring a test |
| Components of a Good Test: Norms | - in test construction, established standards of performance |
| Components of a Good Test: Reliability | - in test construction, the consistency of scores derived from a test, from one time and place to another |
| Components of a Good Test: Validity | - the ability of a test to measure what it was designed to measure - content validity (if the items broadly represent the trait in question) - criterion validity (the ability to predict independent measures of the trait in question) |
| Volunteer Bias | - people who are willing to volunteer their opinions may differ from those who decline to take part |
| 1st Stage of Sleep | - brain waves become small and irregular, drifting on the edge of consciousness, state of light sleep. If awakened, you may recall fantasies or a few visual images |
| 2nd Stage of Sleep | Your brain emits occasional short bursts of rapid, high-peaking waves called sleep spindles. Minor noises don't disturb. |
| 3rd Stage of Sleep | Besides waves from stage 2, brain occasionally emits delta waves, very slow waves with very high peaks. Your breathing and pulse have slowed down, muscles are relaxed, and person is hard to waken |
| 4th Stage of Sleep | - Delta waves have now largely taken over, and you are in deep sleep. It'd take vigorous shaking/noise to awake. This is when sleep-walking is likely - 30-45 mins - after, move back up the ladder from stage 4, 3, 2, 1, then to REM - 1st REM cycle occurs about 90 mins into sleep cycle - each subsequent sleep cycle last longer, the time spent in REM increasing, time spent in other stages decreases |
| Sleep Disorders: Sleep Apnea | - disorder in which breathing periodically stops for a few moments, causing choking and gasping |
| Sleep Disorders: Narcolepsy | - disorder involving sudden and unpredictable daytime attacks of sleepiness or lapses into REM sleep |
| Sleep Disorders: Sleep Walking/Talking | - no one can explain |
| Benefits of Sleep | - body eliminates waste from the muscles, repairs cells, conserve/replenish energy, strengthen immune system, recover abilities lost during the day - consolidation |
| Sleep Disorders: Nightmares and Night Terrors | - night terrors may jolt a person awake |
| Psychoactive Drugs | - substance capable of influencing perception, mood, cognition, or behavior |
| Types of Drugs: Depressants | - slow down activity in the CNS - alcohol - traquilizers (e.g. Valium) |
| Types of Drugs: Stimulants | - speed up activity in the CNS - caffeine - tobacco - amphetamines - cocaine |
| Types of Drugs: Opiates | - relieve pain - opium - morphine |
| Types of Drugs: Psychedelic | - disrupt normal thought process - LSD - mescaline |
| Types of Drugs: Marijuana | - considered by some to be a gate-way drug - mild psychedelic |
| Tolerance (Drugs) | - increased resistance to a drug's effects accompanying continued use |
| Withdraw | - physical and psychological symptoms that occur when someone addicted to a drug stops taking it |
| Sleep Disorder: Insomnia | - trouble falling asleep |
| Classical Learning (Pavlov): Unconditioned Stimulus (US) | - term for a stimulus that elicits a reflexive response in the absence of learning |
| Learning | - a relatively permanent change in behavior (or behavioral potential) due to experience |
| Behaviorism | - an approach to psychology that emphasizes the study of observable behavior and the role of the environment as a determinant of behavior |
| Conditioning | - a basic kind of learning that involves associations between environment stimuli and the organism's responses |
| Classical Learning: Unconditioned Response (UR) | - term for a reflexive response elicited by a stimulus in the absence of learning |
| Classical Learning: Conditioned Stimulus (CS) | - an initially neutral stimulus that comes to elicit a conditioned response after being associated with an unconditioned sitmulus |
| Classical Learning: Conditioned Response (CR) | - a response elicited by a conditioned stimulus; it occurs after the conditioned stimulus is associated with an unconditioned stimulus |
| Classical Learning | - when a neutral stimulus becomes a conditioned stimulus due to association |
| Extinction | - weakening and eventual disappearance of a learned response; in classical conditioning, it occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus/response is no longer followed by a reinforcer |
| Stimulus Generalization (John Watson) | - after conditioning, the tendency o respond to a stimulus that resembles one involved in the original conditioning; in classical conditioning, it occurs when a stimulus that resembles the CS elicits the CR - showed that a stimulus that causes fear can be used to create another stimulus |
| Operant Conditioning (B.F. Skinner) | - occurrence of behavior either increases/decreases depending on consequences that are paired with the behaviors - everything is based on rewards and punishments - no free will - Skinner doesn't believe in punishment, rather negative reinforcement |
| positive reinforcement | - procedure in which a response is followed by the presentation of, or increase in intensity of, a reinforcing stimulus; as a result, the response becomes stronger or more likely to occur |
| negative reinforcement | - procedure in which a response is followed by the removal, delay, or decrease i intensity of an unpleasant stimulus; as a result, the response becomes stronger or more likely to occur |
| Social-cognitive learning theories | - emphasize how behavior is learning and maintained through observation and imitation of others, positive consequences, and cognitive processes such as plans, expectations, and beliefs |
| Observational Learning | - process in which an individual learns new responses by observing the behavior of another (a model) rather than through direct experience |
| Erikson's Eight Psychosocial Stages of Develop.: 1 | Trust vs. Mistrust (birth-1) - development of trust is based on caregivers |
| Erikson's Eight Psychosocial Stages of Develop.: 2 | Autonomy vs. Shame/Doubt (1-2) - kids develop greater sense of personal control -control over bodily functions, food choices, toy preferences, etc. |
| Erikson's Eight Psychosocial Stages of Develop.: 3 | Initiative vs. Guilt (3-5) - children assert power and control over the world through directing play and other social interaction - successful kids feel capable and able to lead others and make decisions - those who fail are left with a sense of guilt, self-doubt, lack of initiative |
| Erikson's Eight Psychosocial Stages of Develop.: 4 | Industry vs. Inferiority (6-12) - kids develop a sense of pride in their accomplishments and abilities - children who are encouraged and praised develop a feeling of competence - those who receive little encouragement will doubt their ability to be successful |
| Erikson's Eight Psychosocial Stages of Develop.: 5 | Identity vs. Role Confusion (11-19) - kids exploring their independence and developing a sense of self - those who are encourages develop a strong sense of self and feeling of independence and control - those who remain unsure will be insecure and confused about themselves and the future |
| Erikson's Eight Psychosocial Stages of Develop.: 6 | Intimacy vs. Isolation (20-40) - people are exploring personal relationships - develop relationships that are committed and secure |
| Erikson's Eight Psychosocial Stages of Develop.: 7 | Generativity vs. Stagnation (65+) |
| Erikson's Eight Psychosocial Stages of Develop.: 8 | Integrity vs. Despair (65+) - looking back on one's life; reflecting |
| Little Albert =? | Stimulus Generalization |
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