| bulimia nervosa | an eating disorder characterized by episodes of overeating, usually of high-calorie foods, followed by vomiting, laxative use, fasting, or excessive exercise |
| sexual response cycle | the four stages of sexual responding described by Masters an Johnson - excitement, plateau, orgasm, and resolution |
| refractory period | a resting period after orgasm, during which a man cannot achieve another orgasm |
| sexual disorder | a problem that consistently impairs sexual arousal or functioning |
| estrogen | a sex hormone, greater amounts by females than by males |
| testosterone | the most important of the male sex hormones |
| sexual orientation | an enduring sexual attraction toward members of either one's own sex or the other sex |
| flow | a completely involved, focused state of consciousness, with diminished awareness of self and time, resulting from optimal engagement of one's skills |
| industrial-organizational psychology | the application of psychological concepts and methods to optimizing human behaviour in workplaces |
| personnel psychology | a subfield of I/O psychology that focuses on employee recruitment, selection, placement, training, appraisal, and development |
| organizational psychology | a subfield of I/O psychology that examines organizational influences on worker satisfaction and productivity and facilitates organizational change |
| structural interviews | interview process that asks the same job-relevant questions of all applicants, each of whom is rated on established scales |
| achievement motivation | a desire for significant accomplishment: for mastery of things, people, or ideas; for attaining a high standard |
| task leadership | goal-oriented leadership that sets standards, organizes work, and focuses attention on goals |
| social leadership | group-oriented leadership that builds teamwork, mediates conflict, and offers support |
| Sigmund Freud | 1856-1939; Field: psychoanalytic, personality; Contributions: id/ego/superego, reality and pleasure principles, ego ideal, defense mechanisms (expanded by Anna Freud), psychoanalysis, transference |
| Anna Freud | 1895-1982; Field: psychoanalysis; Contributions: focused on child psychoanalysis, fully developed defense mechanisms, emphasized importance of the ego and its constant struggle |
| Carl Jung | 1875-1961; Field: neo-Freudian, analytic psychology; Contributions: people had conscious and unconscious awareness; archetypes; collective unconscious; libido is all types of energy, not just sexual; Studies: dream studies/interpretation |
| Erik Erikson | 1902-1994; Field: neo-Freudian, humanistic; Contributions: 8-stage theory -show how people evolve through the life span. Each stage marked by “Who am I?” |
| Lawrence Köhlberg | 1927-1987; Field: cognition, moral development; Contributions: 6 stages of moral development (pre-conventional-rewards/punishments, conventional-social acceptance/law or against law, post-conventional-higher sense of morality |
| Jean Piaget | 1896-1980; Field: cognition; Contributions: created a 4-stage of children's cognitive development, schemas, theory of mind, assimilation and accommodation |
| Harry Harlow | 1905-1981; Field: development; Contributions: realized that touch is preferred in development; Studies: monkeys, studied attachment (wire mothers v. cloth mothers) |
| Carl Rogers | 1902-1987; Field: humanistic; Contributions: person-centered therapy, emphasized the unique quality of humans especially their freedom and potential for personal growth, unconditional positive regard |
| Abraham Maslow | 1908-1970; Field: humanism; Contributions: hierarchy of needs-needs at a lower level nees have to be met-at the top-self-actualization |
| Karen Horney | 1885-1952; Field: neo-Freudian, psychodynamic; Contributions: criticized Freud, stated that personality is molded by current fears and impulses |
| Alfred Adler | 1870-1937; Field: neo-Freudian, psychodynamic; Contributions: basic mistakes, style of life, inferiority/superiority complexes Studies: Birth Order |
| Gordon Allport | 1897-1967; Field: trait theory of personality; Contributions: list of 11,000 traits, 3 levels of traits-cardinal, central, and secondary |
| Hermann Rorschach | 1884-1922; Field: personality, psychoanalysis; Contributions: projective test, (Inkblot test) |
| Solomon Asch | 1907-1996; Field: social psychology; Contributions: studied conformity, found that individuals would conform even if they knew it was wrong; Studies: conformity, opinions and social pressures |
| Stanley Schachter | 1922-present; Field: emotion; Contributions: 2 factor theory-physiological happens first, cognitive appraisal must be made in order to experience emotion. |
| Stanley Milgram | 1933-1984; Field: social psychology; Contributions: obedience study-wanted to see how far individuals would go to be obedient; Studies: Shock Study |
| Philip Zimbardo | 1933-present; Field: social psychology; Contributions: proved that peoples behavior depends to a large extent on the roles they are asked to play; Studies: Stanford Prison Study-studied power of social roles to influence people’s behavior |
| Elizabeth Kübler-Ross | 1926-2004; Field: development; Contributions: 5 stages of death (denial, anger, bargaining with God, depression, acceptance) |
| Elizabeth Loftus | 1944-present; Field: memory; Contributions: eyewitness testimony (false memories or misinformation effect); Studies: Reconstruction of Auto destruction |
| Robert Sternberg | 1949-present; Field: intelligence; Contributions: devised Triarchic Theory of Intelligence (creative, analytical, practical) |
| Albert Bandura | 1925-present; Field: sociocultural; Contributions: observational learning. Studies: Bobo Dolls-adults demonstrated ‘appropriate’ play with dolls, children mimicked play |
| Raymond Cattell | 1905-1998; Field: intelligence; Contributions: fluid & crystal intelligence; 3 domains of personality sphere (personality, ability, & motivation), 16 Personality Factors (personality test) |
| Aaron Beck | 1921-present; Field: cognitive; Contributions: father of Cognitive Therapy, created Beck Scales-depression inventory, hopelessness scale, suicidal ideation, anxiety inventory, and youth inventories |
| Noam Chomsky | 1928-present; Field: language; Contributions: disagreed with Skinner about language acquisition, humans have an inborn native ability to develop language |
| Edward Thorndike | 1874-1949; Field: behaviorism; Contributions: Law of Effect-relationship between behavior and consequence; Studies: Law of Effect |
| HJ Eysenck | 1916-1997; Field: personality; Contributions: asserted that personality is largely determined by genes, used introversion/extroversion |
| Mary Ainsworth | 1913-1999; Field: development; Contributions: compared effects of maternal separation, devised patterns of attachment; Studies: The Strange Situation-observation of parent/child attachment |
| Kenneth Clark | 1914-2005; Field: social psychology; Contributions: research evidence of internalized racism Studies: Doll experiments-black children chose white dolls |
| Lev Vygotsky | 1896-1934; Field: child development; Contributions: how culture & interpersonal communication guide development, zone of proximal development; play research |
| Martin Seligman | 1942-present; Field: learning; Contributions: Positive Psychology, learned helplessness; Studies: Dogs demonstrating learned helplessness |
| Howard Gardner | 1943-present; Field: intelligence; Contributions: multiple intelligences (logical-mathematic, spatial, bodily-kinesthetic, intrapersonal, linguistic, musical, interpersonal, naturalistic) |
| Kurt Lewin | 1890-1947; Field: social psychology; Contributions: German refugee who escaped Nazis, proved the democratic style of leadership is the most productive; Studies: Leadership syles-studied effects of 3 leadership styles on children completing activities |
| Ivan Pavlov | 1891-1951; Field: behavior; Contributions: classical conditioning, a UCS naturally elicits a reflexive behavior; Studies: dog salivation |
| Hermann Ebbinghaus | 1850-1909; Field: memory; Contributions: :forgetting curve-a rapid loss followed by a gradual declining rate of loss; Studies: memory-series of meaningless syllables/words |
| Benjamin Whorf | 1897-1941; Field: language; Contributions: language determines the way we think |
| Robert Rosenthal | 1933-present; Field: social psychology; Contributions: nonverbal communication, self-fulfilling prophecies; Studies: Pygmalion Effect-effect of teacher’s expectations on students |
| Judith Langlois | dates ?; Field: developmental; Contributions: social development & processing, effects of appearance on behavior, origin of social stereotypes, sex/love/intimacy, facial expression |
| David Rosenhan | dates?; Field: social psychology; Contributions: proved that once you are diagnosed with a disorder, your care would not be very good in a mental health setting; Studies: Hospital experiment-checked into hospital to check diagnosis |
| Daniel Goleman | 1946-present; Field: intelligence; Contributions: emotional intelligence |
| Charles Spearman | 1863-1945; Field: intelligence; Contributions: specific mental talents were highly correlated, general "g" factor for intelligence |
| Albert Ellis | 1913-2007; Field: cognitive-behavioral; Contributions: Rational-Emotive Therapy (RET), focuses on altering client’s patterns of irrational thinking to reduce maladaptive behavior and emotions |
| Harry Stack Sullivan | 1892-1949; Field: psychoanalysis; Contributions: groundwork for enmeshed relationships, developed the Self-System-a configuration of personality traits |
| Robert Yerkes | 187601956; Field: intelligence, comparative; Contributions: social behavior of gorillas/chimps, Yerkes-Dodson law-level of arousal as related to performance |
| Alfred Binet | 1857-1911; Field: testing; Contributions: IQ tests, test to identify slow learners in need of remediation-not applicable in the U.S. because too culture-bound (French) |
| Little Albert | ca. 1920; Field: behaviorism; Contributions: subject in John Watson’s experiment, proved classical conditioning principles: Studies: Little Albert-generalization of fear |
| Henry Murray | 1893-1988; Field: intelligence, testing; Contributions: devised Thematic Apperception Test (TAT) |
| Paul Ekman | 1934-present; Field: emotion; Contributions: facial expressions are universal |
| Clark Hull | 1884-1952; Field: motivation; Contributions: maintains that the goal of all motivated behavior is the reduction or alleviation of a drive state, mechanism through which reinforcement operates |
| David McClelland | 1917-1998; Field: intelligence, testing; Contributions: devised a way to measure Murray’s theory (TAT), developed scoring system for TAT’s use in assessing achievement motivation, not the TAT |
| Francis Galton | 1822-1911; Field: differential psychology; Contributions: behavioral genetics, maintains that personality & ability depend almost entirely on genetic inheritance; human traits are inherited Studies: & “Law of Errors”-differences in intellectual ability |
| Charles Darwin | 1809-1882; Field: geology, biology; Contributions: natural selection, evolution Studies: “The Origin of Species” catalogs his voyage on the Beagle |
| Lewis Terman | 1877-1956; Field: intelligence; Contributions: revised Binet’s IQ test |
| Phineas Gage | 1823-1860; Field: neurobiology; Contributions: 1st person to have a frontal lobotomy (by accident) |
| William Sheldon | 1898-1977; Field: personality; Contributions: theory that linked personality to physique on the grounds that both are governed by genetic endowment: endomorphic (large), mesomorphic (average), and ectomorphic (skinny) |
| David Weschler | 1896-1981; Field: testing; Contributions: best known intelligence test (WAIS) |
| medulla | base of brainstem; controls heartbeat and breathing |
| reticular formation | part of brainstem that plays an important role in controlling arousal |
| thalamus | brain's sensory switchboard, top of brainstem-sends information to the correct part of the brain |
| cerebellum | "little brain" attached to the rear of the brainstem; movement, balance, implicit memory |
| limbic system | emotional epicenter-(hippocampus, thalamus, hypothalamus, pituitary gland, amygdala) |
| teratogens | agents-chemicals and viruses, can reach embryo or fetus during prenatal development and cause harm |
| fetal alcohol syndrome (FAS) | physical and cognitive abnormalities caused by a pregnant woman's heavy drinking (small brain, low birthrate, retardation) |
| rooting reflex | when touched on cheek, turn toward touch, open mouth, and search for nipple (innate) |
| habituation | decreasing responsiveness with repeated stimulation |
| maturation | biological growth- uninfluenced by experience |
| autism | a disorder marked by deficient communication, social interaction, and understanding of others' states of mind |
| concrete operational stage | Piaget, (from about 6 or 7 to 11 years of age) logical, concrete thought |
| formal operational stage | Piaget (normally beginning about age 12) during which people being to think about abstract concepts-hypotheticals |
| stranger anxiety | fear of strangers beginning about 8 months |
| attachment | an emotional tie with another person; to the caregiver and showing distress on separation |
| puberty | the period of sexual maturation, during which a person becomes capable of reproducing |
| primary sex characteristics | the body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible |
| secondary sex characteristics | nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair |
| menarche | first menstrual period |
| identity | one's sense of self; according to Erikson, the adolescent's task is to solidify a sense of self by testing and integrating various roles |
| intimacy | in Erikson's theory, the ability to form close, loving relationships; a primary developmental task in late adolescence and early adulthood |
| menopause | cessation of menstruation |
| Alzheimer's disease | a progressive and irreversible brain disorder characterized by gradual deterioration of memory, reasoning, language, and, finally, physical functioning |
| cross-sectional study | a study in which people of different ages are compared with one another |
| longitudinal study | research in which the same people are restudied and retested over a long period |
| crystallized intelligence | accumulated knowledge and verbal skills;tends to increase with age |
| fluid intelligence | reason speedily and abstractly; tends to decrease late adulthood |
| social clock | the culturally preferred timing of social events such as marriage, parenthood, and retirement |
| social psychology | the scientific study of how we think about, influence, and relate to one another. |
| attribution theory | how we explain someone’s behavior-- by crediting either situation or person’s disposition. |
| fundamental attribution error | analyzing another’s behavior, underestimating the situation and overestimating personal disposition. |
| attitude | feelings that predispose us to respond in a particular way to objects, people, and events. |
| cognitive dissonance theory | we act to reduce discomfort (dissonance) we feel when our thoughts (cognitions) and actions are inconsistent. EX: think studying is for nerds, then you study, you have to change your thought because you can't change your behavior. |
| conformity | adjusting one’s behavior or thinking to coincide with a group standard. |
| normative social influence | influence resulting from a person’s desire to gain approval or avoid disapproval. |
| free association | in psychoanalysis, a method of exploring the unconscious in which the person relaxes and says whatever comes to mind, no matter how trivial or embarrassing when prompted by therapist |
| psychoanalysis | Freud's theory - attributes thoughts and actions to unconscious motives and conflicts |
| unconscious | Freud- reservoir of mostly unacceptable thoughts, wishes, feelings, and memories. Today's psychologists-information processing of which we are unaware |
| id | unconscious psychic energy strives to satisfy basic sexual and aggressive drives. operates on the pleasure principle, demanding immediate gratification |
| ego | largely conscious, "executive" part of personality mediates among demands of the id, superego, and reality |
| superego | represents internalized ideals and provides standards for judgment (the conscience) and for future aspirations |
| psychosexual stages | stages of development (oral, anal, phallic, latency, genital) the id's pleasure-seeking energies focus on distinct erogenous zones |
| Oedipus complex | Freud, a boy's sexual desires toward his mother and feelings of jealousy and hatred for the rival father |
| identification | Freud, children incorporate their parents' values into their developing superegos |
| fixation | Freud, a lingering focus of pleasure-seeking energies at an earlier psychosexual stage, in which conflicts were unresolved |
| rationalization | self-justifying explanations in place of the real, more threatening, unconscious reasons for one's actions |
| displacement | shifts sexual or aggressive impulses toward a more acceptable or less threatening object or person, as when redirecting anger toward a safer outlet |
| collective unconscious | Carl Jung's concept of a shared, inherited reservoir of memory traces from our species' history |
| projective test | Rorschach or TAT, that provides ambiguous stimuli designed to trigger projection of one's inner dynamics |
| Thematic Apperception Test (TAT) | a people express their inner feelings and interests through the stories they make up about ambiguous scenes |
| Rorshach inkblot test | the most widely used projective test,10 inkblots, Rorschach; seeks to identify people's inner feelings by analyzing their interpretations of the blots |
| terror-management theory | proposes that faith in one's worldview and the pursuit of self-esteem provide protection against a deeply rooted fear of death |
| self-actualization | according to Maslow, the ultimate psychological need that arises after basic physical and psychological needs are met and self-esteem is achieved; the motivation to fulfill one's potential |
| unconditional positive regard | according to Rogers, an attitude of total acceptance toward another person |
| self-concept | all our thoughts and feelings about ourselves, in answer to the question, "Who am I?" |
| trait | a characteristic PATTERN of behaviour or a disposition to feel and act, as assessed by self-report inventories and peer reports |
| personality inventory | a questionnaire (often with true-false or agree-disagree items) on which people respond to items designed to gauge a wide range of feelings and behaviours |
| Minnesota Multiphasic Personality Inventory (MMPI) | the most widely researched and clinically used of all personality tests; originally developed to identify emotional disorders, this test is now used for many other screening purposes |
| empirically derived test | a test (such as the MMPI) developed by testing a pool of items and then selecting those that discriminate between groups |
| social-cognitive perspective | views behaviour as influenced by the interaction between persons (and their thinking) and their social context |
| hypnosis | social interaction in which one person (the hypnotist) suggest to another (the subject) that certain perceptions, feelings, thoughts, or behaviors will spontaneously occur |
| posthypnotic suggestion | suggestion, made during a hypnosis session, to be carried out after the subject is no longer hypnotized |
| dissociation | split in consciousness, which allows some thoughts and behaviors to occur simultaneously with others |
| psychoactive drug | chemical substance that alters perceptions and mood |
| tolerance | diminishing effect with regular use of the same dose of a drug, requiring the use to take larger and larger doses before experiencing the drug's effect |
