| Term | Definition |
|---|
| Ainsworth (Mary) | Developmental Psychology- placed human infants into a "strange situation" in order to examine attachment to parents |
| Asch (Solomon) | Social Psychology- conformity experiment, people incorrectly reported lengths of lines; impression formation study, professor was warm or cold |
| Bandura (Albert) | Learning and Personality- social-learning theory (modeling - Bobo Doll exp.); reciprocal determinism (triadic reciprocality); self efficacy; |
| Binet (Alfred) | Testing and Individual Differences/ Developmental Psychology- creator of the first intelligence test - Stanford-Binet |
| Chomsky (Noam) | Cognition- theorized the critical period hypothesis for language acquisition |
| Erikson (Erik) | Developmental Psychology- psychosocial stage theory of development, 8 stages; neo-freudian |
| Freud (Sigmund) | Personality and States of Consciousness- psychosexual stage theory of personality (oral,anal,phallic, and adult genital); stressed importance of unconscious and sexual drive; psychoanalytic therapy; theory of dreaming |
| Harlow (Harry) | Developmental Psychology- experimented with infant monkeys and attachment |
| James (William) | Methods and History and Approaches- published psychology's first textbook, James-Lange theory of emotion |
| Kohlberg (Lawrence) | Developmental Psychology- Stage theory of moral development (preconventional, conventional, postconventional) |
| Loftus (Elizabeth) | Cognition- demonstrated the problems with eyewitness testimony and constructive memory |
| Maslow (Abraham) | Motivation & Emotion;Treatment of Psychological Disorders- humanistic psychologist; hierarchy of needs; self-acualization |
| Milgram (Stanley) | Social Psychology- obedience studies, (participant thinks they are shocking a learner) |
| Pavlov (Ivan) | Learning- classical conditioning studies with dogs and salivation |
| Piaget (Jean) | Developmental Psychology- stage theory of cognitive development (sensorimotor, preoperational, concrete operations, and formal operations |
| Rescorla (Robert) | Learning- developed the contingency model of classical conditioning (meaning classical conditioning only works if the neutral stimulus reliably and consistently predicts the UCS) |
| Rogers (Carl) | Treatment of Psychological Disorders & Personality- humanistic psychologist, client centered theapy and unconditional positive regard; self theory of personality |
| Schachter (Stanley) | Motivation and Emotion- two-factor theory of emotion |
| Skinner (B.F) | Learning- reinforcement; operant conditioning; invented skinner box |
| Watson (John) | Learning- father of behaiorism; baby albert experiemtn (classically conditioned fear) |
| Whorf (Benjamin) | Cognition- the linguistic relativity hypothesis (that we think in language) |
| Wundt (Wilhelm) | History and Approaches- set up the first psychological laboratory in an apartment near the university at Leipzig, Germany' thoery of structuralism |
| Wertheimer (Max) | Gestalt Psychology founder (1 of 3) |
| Titchner (Edward) | Structuralism - nature of consciousness |
| Thorndike (Edward) | Instrumental learning: cats; law of effect |
| Ebbinghaus (Herman) | forgetting: Decay Model |
| Jung (Carl) | neo-freudian credited with the collective unconscious; archetypes; personnas |
| Horney (Karen) | neo-freudian: womb envy, basic childhood anxiety: we all are unconsciously seeking love |
| Adler (Alfred) | neo-freudian; inferiority complex - we are all striving for superiority in the eyes of others |
| Ellis (Albert) | rational emotive therapy; cognitive theorist |
| Eysenck (Hans) | biological model of personality; trait-type hierarchy (internal or external and emotional or stable) |
| Gage (Phineas) | railroad spike; damaged(limbic system), emotions/motivational control center |
| Beck (Aaron) | cognitive therapy treating depression, avoid self-defeating thoughts |
| Allport (Gordon) | trait approach- cardinal, central, secondary traits |
| Cattell (Raymond) | crystallized fluid intelligence, 16PF personality theory |
| Mischel (Walter) | cognitive/effective theory; our personality is not consistant across all situations - current environment can determine personality patterns when it interacts with our "person variables" |
Combine with other sets
Share on Facebook
Share on MySpace