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PSYCH PEOPLE

Terms in this set (74)

Wundt
-the father of psychology
-established the first psychology laboratory at the University of Leipzig, Germany
-measured the time lag between people's hearing a ball hit a platform and their pressing a telegraph key
-focused on inner sensations, images, and feelings (introspection)
Hall
-first president of the APA
-established the first formal United States psychology laboratory at Johns Hopkins University
James
-philosopher, psychologist
-functionalist
-wrote one of the first introductory psychology texts, "Principles of Psychology"
Calkins
-first woman to complete the requirements for a PhD in psychology but was denied the degree by Harvard
-became the first female president of the APA
Washburn
-first female to receive a PhD in psychology
-second female president of the APA
Freud
-father of the Psychoanalytic School of Psychology
-divided the mind into the conscious, preconscious, and unconscious mind
-emphasized the way our unconscious thought processes and our emotional responses to childhood experiences affect our behavior
-divided personality into the:
—> id
—> ego
—> superego
-proposed five psychosexual stages:
—> oral (0-18 m.)
—> anal (18-36 m.)
—> phallic (3-6 yrs)
—> latency (6 to puberty)
—> genital (puberty on)
-fixation
-developed how the ego protects itself through the use of defense mechanisms:
—> repression
—> regression
—> reaction formation
—> projection
—> rationalization
—> displacement
—> sublimation
—> denial
-developed psychoanalysis
-assumed many psychological problems are the result of repressed impulses and conflicts in childhood
-goal of treatment is to release energy previously devoted to id-ego-superego conflicts
-Freudian slips
-free association
-resistance
-transference
-suggested anxiety is "free-floating"
-distinguished between manifest content (apparent and remembered story line) and latent content (symbolic meaning) of dreams
-proposed defense mechanism repression in which anxiety arousing thoughts, feelings, or memories cannot reach consciousness
Watson
-father of behaviorism
-dismissed introspection
-suggested psychology study how people respond to stimuli (behavior) rather than inner thoughts, feelings, and motives
-redefine psychology as "the scientific study of observable behavior"
-with his associate (Rosalie Rayner), conditioned "Baby Albert" to fear a white rat
Skinner
-modern behaviorist
-studied operant conditioning using an operant chamber (Skinner Box)
-developed four schedules of reinforcement (fixed and variable ratio) (fixed and variable interval)
-believed external influences shape behavior NOT internal thoughts or feelings
Rogers
-humanist
-believed people are basically good and endowed with self-actualizing tendencies
-developed person centered perspective
-a growth promoting climate requires three conditions
—> genuineness
—> acceptance
—> empathy
-drew attention to ways the current environmental influences can nurture or limit our growth potential
-stressed the importance of having our needs for love and acceptance satisfied
-developed client centered therapy which focuses on the person's conscious self-perceptions
A nondirective therapy in which the therapist listens without judging or interpreting
-stressed therapist should exhibit acceptance, genuineness, and empathy
-stressed active listening
-therapist should show unconditional positive regard
Pavlov
-discovered classical conditioning in his studies of the digestion in dogs
Piaget
-used case studies to research children's thinking
-studied cognitive development in children
-developed concepts of:
——> schema
——> assimilation
——> accommodation
-developed four stages of cognitive development:
——> sensorimotor (birth - 2)
————> object permanence
——> preoperational (2 - 6/7)
————> egocentrism
——> concrete operational (7 - 11)
————> conservation
——> formal operational
Darwin
-studied species variations
-explained diversity in animals by proposing the evolutionary process of natural selection
-believed that nature selects traits that best enable an organism to survive and reproduce in a particular environment
-motivation instincts
Dix
-advocated for more humane treatment of the mentally ill and the construction of mental hospitals
Broca
-discovered Broca's area in the left side of the brain responsible for speaking
Wernicke
-discovered Wernicke's area responsible for speech comprehension8
Sperry
-along with Gazzaniga, pioneered and studied split brain research helping to understand the functioning of both hemispheres
Gazzaniga
-along with Sperry, pioneered and studied split brain research helping to understand the functioning of both hemispheres
Darwin
-studied species variations
-explained diversity in animals by proposing the evolutionary process of natural selection
-believed that nature selects traits that best enable an organism to survive and reproduce in a particular environment
-motivation-instincts
Fechner
-developed the field of psychophysics
-studied the concept of absolute thresholds
Weber
-developed Weber's law regarding the constant percentage of the difference threshold
Hubel
-along with Wiesel, did work on feature detectors
Wiesel
-along with Hubel, did work on feature detectors
James
-philosopher- psychologist
-functionalist
-wrote one of the first introductory psychology texts, "Principles of Psychology"
-helped develop the James-Lange theory of emotions suggesting emotions are the result of physiological changes
Hilgard
-dissociative theory- hypnosis involves both social influence and a dual processing state where consciousness is split, allowing thoughts and behaviors to occur simultaneously called dissociation
Freud
-father of the Psychoanalytic School of Psychology
-divided the mind into the conscious, preconscious, and unconscious mind
-emphasized the way our unconscious thought processes and our emotional responses to childhood experiences affect our behavior
-divided personality into the:
—> id
—> ego
—> superego
-proposed five psychosexual stages:
—> oral (0-18 m.)
—> anal (18-36 m.)
—> phallic (3-6 yrs)
—> latency (6 to puberty)
—> genital (puberty on)
-fixation
-developed how the ego protects itself through the use of defense mechanisms:
—> repression
—> regression
—> reaction formation
—> projection
—> rationalization
—> displacement
—> sublimation
—> denial
-developed psychoanalysis
-assumed many psychological problems are the result of repressed impulses and conflicts in childhood
-goal of treatment is to release energy previously devoted to id-ego-superego conflicts
-Freudian slips
-free association
-resistance
-transference
-suggested anxiety is "free-floating"
-distinguished between manifest content (apparent and remembered story line) and latent content (symbolic meaning) of dreams
-proposed defense mechanism repression in which anxiety arousing thoughts, feelings, or memories cannot reach consciousness
Pavlov
-discovered classical conditioning in his studies of the digestion in dogs
Watson
-father of behaviorism
-dismissed introspection
-suggested psychology study how people respond to stimuli (behavior) rather than inner thoughts, feelings, and motives
-redefine psychology as "the scientific study of observable behavior"
-with his associate (Rosalie Rayner), conditioned "Baby Albert" to fear a white rat
Skinner
-modern behaviorist
-studied operant conditioning using an operant chamber (Skinner Box)
-developed four schedules of reinforcement (fixed and variable ratio) (fixed and variable interval)
-believed external influences shape behavior NOT internal thoughts or feelings
Thorndike
-behaviorist
-studied how cats got out of a "puzzle box"
-developed law of effect
Garcia
-studied conditioned taste aversion in rats
-suggested how people are biologically prepared to learning some associations over others
Rescorla
-contingency model
-having shocks proceeded by tones and lights, found animals can learn the predictability of an event
Tolman
-studied rats exploring mazes without reinforcements (latent learning) resulting in the rats developing cognitive maps of the maze
Bandura
-social-cognitive perspective (social learning)
-suggested people learn through observation and modeling
-researcher of observational learning by studying children imitating adults hitting a "Bobo doll"
-suggested observers experience vicarious reinforcement and vicarious punishment when observing others
-propose the social cognitive perspective in which behavior is influenced by the interaction between people's traits and their social context
-reciprocal determinism: the interacting influences of behavior, internal cognition, and the environment
Atkinson
-along with Shiffrin, proposed original short-term/long-term memory theory
Shiffrin
-along with Atkinson, proposed original short-term/long-term memory theory
Miller
-proposed short-term memory is limited to seven +/- two bits of information
Ebbinghaus
-developed the forgetting (retention) curve by learning nonsense syllables
Kandel
-along with Schwartz, observed synaptic changes during learning in the neurons of an Aplysia
Loftus
-studied how eyewitness memories can be influenced by questioning
-researched how information can be incorporated into one's memory (misinformation effect)
Sternberg
-proposed a triarchic theory of three intelligences- analytical, creative, and practical
-developed 5 components of creativity- expertise, imaginative thinking skills, venturesome personality, intrinsic motivation, and a creative environment
Kohler
-co-founder of Gestalt psychology
-studied insight in a chimp (Sultan) who used a stick to reach food
Tversky
-along with Kahneman, researched about representativeness and availability heuristics
Kahneman
-along with Tversky, researched about representativeness and availability heuristics
Pinker
-acknowledged that when we speak, our brain and voice conjure up air pressure waves that we send banging against another's eardrum, enabling us to transfer thoughts from our brain into theirs
Chomsky
-studied innate language development and universal grammar
Broca
-discovered Broca's area in the left side of the brain responsible for speaking
Wernicke
-discovered Wernicke's area responsible for speech comprehension
Whorf
-developed theory of language determinism suggesting language is a key determinant of thinking
Maslow
-humanist
-overall need to fulfill one's potential
-believed psychology should study healthy and creative people rather than trouble ones
-developed a hierarchy of needs theory
-drew attention to ways the current environmental influences can nurture or limit our growth potential
-stressed the importance of having our needs for love and acceptance satisfied
James
-philosopher- psychologist
-functionalist
-wrote one of the first introductory psychology texts, "Principles of Psychology"
-helped develop the James-Lange theory of emotions suggesting emotions are the result of physiological changes
Schachter
-along with Singer, developed the two-factor theory of emotions in which emotions are the result of physiological changes and a cognitive appraisal
-injected subjects with epinephrine and placed them in rooms with a euphoric or irritated confederate
Selye
-developed the general adaptation syndrome (GAS) in reaction to stress including the alarm, resistance, and exhaustion phase
-concluded prolonged stress can damage individuals
Piaget
-used case studies to research children's thinking
-studied cognitive development in children
-developed concepts of:
——> schema
——> assimilation
——> accommodation
-developed four stages of cognitive development:
——> sensorimotor (birth - 2)
————> object permanence
——> preoperational (2 - 6/7)
————> egocentrism
——> concrete operational (7 - 11)
————> conservation
——> formal operational
Vygotsky
-stressed how children develop through interactions with the social environment
-zone of proximal development; a zone between what a child can and can't do
Lorenz
-studied imprinting in ducklings
-studied instinctive behavior in animals
-critical periods
-motivation-instinct theories
Harlow (Harry)
-worked alongside wife Margaret
-studied attachment by observing how infant monkeys responded to two artificial mothers (cloth and wire)
-found infant monkeys preferred the cloth mother over the wire mother
-studied monkeys raised in complete isolation who later were unable to interact with other monkeys
Harlow (Margaret)
-worked alongside husband Harry
-studied attachment by observing how infant monkeys responded to two artificial mothers (cloth and wire)
-found infant monkeys preferred the cloth mother over the wire mother
-studied monkeys raised in complete isolation who later were unable to interact with other monkeys
Ainsworth
-designed "strange" situation experiment to study infant attachment in which children were left alone in a playroom
-secure attachment children played comfortably when mom was present, were distressed when mom left and would seek contact when mom returned
-insecure attachment children were less likely to explore their surroundings, became upset when mom left and showed indifference when mom returned
Baumrind
-studied authoritarian, authoritative, and permissive parenting styles
-children with authoritarian parents usually have less social skill and self-esteem
-children with authoritative parents usually have high self-esteem, self-reliance, and social competence
-children with permissive parents are usually more aggressive and immature
Gilligan
-criticized Kohlberg's Theory of Moral Development as too male centric
Bandura
-social-cognitive perspective (social learning)
-suggested people learn through observation and modeling
-researcher of observational learning by studying children imitating adults hitting a "Bobo doll"
-suggested observers experience vicarious reinforcement and vicarious punishment when observing others
-propose the social cognitive perspective in which behavior is influenced by the interaction between people's traits and their social context
-reciprocal determinism: the interacting influences of behavior, internal cognition, and the environment
Kohlberg
-by asking subjects to respond to moral dilemmas, developed three levels of moral thinking
-preconventional morality
-conventional morality
-postconventional morality
Erikson
-developed eight stages of psychosocial development in which each stage centers around a task or conflict
—> trust vs mistrust
—> autonomy vs shame
—> initiative vs guilt
—> competence vs inferiority
—> identity vs role confusion
—> intimacy vs isolation
—> generativity vs stagnation
—> integrity vs despair
Freud
-father of the Psychoanalytic School of Psychology
-divided the mind into the conscious, preconscious, and unconscious mind
-emphasized the way our unconscious thought processes and our emotional responses to childhood experiences affect our behavior
-divided personality into the:
—> id
—> ego
—> superego
-proposed five psychosexual stages:
—> oral (0-18 m.)
—> anal (18-36 m.)
—> phallic (3-6 yrs)
—> latency (6 to puberty)
—> genital (puberty on)
-fixation
-developed how the ego protects itself through the use of defense mechanisms:
—> repression
—> regression
—> reaction formation
—> projection
—> rationalization
—> displacement
—> sublimation
—> denial
-developed psychoanalysis
-assumed many psychological problems are the result of repressed impulses and conflicts in childhood
-goal of treatment is to release energy previously devoted to id-ego-superego conflicts
-Freudian slips
-free association
-resistance
-transference
-suggested anxiety is "free-floating"
-distinguished between manifest content (apparent and remembered story line) and latent content (symbolic meaning) of dreams
-proposed defense mechanism repression in which anxiety arousing thoughts, feelings, or memories cannot reach consciousness
Freud
-father of the Psychoanalytic School of Psychology
-divided the mind into the conscious, preconscious, and unconscious mind
-emphasized the way our unconscious thought processes and our emotional responses to childhood experiences affect our behavior
-divided personality into the:
—> id
—> ego
—> superego
-proposed five psychosexual stages:
—> oral (0-18 m.)
—> anal (18-36 m.)
—> phallic (3-6 yrs)
—> latency (6 to puberty)
—> genital (puberty on)
-fixation
-developed how the ego protects itself through the use of defense mechanisms:
—> repression
—> regression
—> reaction formation
—> projection
—> rationalization
—> displacement
—> sublimation
—> denial
-developed psychoanalysis
-assumed many psychological problems are the result of repressed impulses and conflicts in childhood
-goal of treatment is to release energy previously devoted to id-ego-superego conflicts
-Freudian slips
-free association
-resistance
-transference
-suggested anxiety is "free-floating"
-distinguished between manifest content (apparent and remembered story line) and latent content (symbolic meaning) of dreams
-proposed defense mechanism repression in which anxiety arousing thoughts, feelings, or memories cannot reach consciousness
Adler
-neo-Freudian
-stressed importance of striving for superiority and power
-believed social factors not sexual factors are more important in child development
-birth order, inferiority and superiority complex, compensation
Horney
-neo-Freudian
-suggested childhood anxiety triggers our desire for love and security
-among the first to challenge the obvious male bias in Freud's theories
-believed people feel anxious because they feel isolated and helpless in a hostile world
Jung
-neo-Freudian
-divided the unconscious mind into the collective and personal unconscious
Maslow
-humanist
-overall need to fulfill one's potential
-believed psychology should study healthy and creative people rather than trouble ones
-developed a hierarchy of needs theory
-drew attention to ways the current environmental influences can nurture or limit our growth potential
-stressed the importance of having our needs for love and acceptance satisfied
Rogers
-humanist
-believed people are basically good and endowed with self-actualizing tendencies
-developed person centered perspective
-a growth promoting climate requires three conditions
—> genuineness
—> acceptance
—> empathy
-drew attention to ways the current environmental influences can nurture or limit our growth potential
-stressed the importance of having our needs for love and acceptance satisfied
-developed client centered therapy which focuses on the person's conscious self-perceptions
A nondirective therapy in which the therapist listens without judging or interpreting
-stressed therapist should exhibit acceptance, genuineness, and empathy
-stressed active listening
-therapist should show unconditional positive regard
McCrae
-along with Costa, developed Big Five Trait theory of conscientiousness, agreeableness, neuroticism, openness, and extraversion
Costa
-along with McCrae, developed Big Five Trait theory of conscientiousness, agreeableness, neuroticism, openness, and extraversion
Bandura
-social-cognitive perspective (social learning)
-suggested people learn through observation and modeling
-researcher of observational learning by studying children imitating adults hitting a "Bobo doll"
-suggested observers experience vicarious reinforcement and vicarious punishment when observing others
-propose the social cognitive perspective in which behavior is influenced by the interaction between people's traits and their social context
-reciprocal determinism: the interacting influences of behavior, internal cognition, and the environment
Seligman
-has called for research on human strengths and human flourishing
-positive psychology
-researched learned helplessness in animals
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