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Psychology 121 > Chapter 2 > Flashcards

Chapter 2 Flashcards

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1
Q

Three elements of Psychology

A

Why, How and What

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2
Q

Biological Psychologists

A

Measures biological, physiological or genetic variables in an attempt to relate them to psychological or behavioural variables

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3
Q

What is behvaiour controlled by

A

Central Nervous systems

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4
Q

Cognitive Psychologists

A

Type of Biological Psychologist
Rely on functionalist insights in discussing how affect, or emotion and environment or events interact and result in specific perceptions
They study the human brain in terms of specialized parts, or systems and their exquisitely complex relationships

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5
Q

Frontal Lobe

A

Known as Motor Cortex. Portion of the brain in involved in Motor skills, higher level of cognition, and expressive language

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6
Q

Occipital Lobe

A

Visual Cortex
Interprets Visual stimuli and information

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7
Q

Occipital Lobe

A

Visual Cortex
Interprets Visual stimuli and information

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8
Q

Parietal Lobe

A

Somasensory Cortex
Portion of brain involved in the processing of other tactile sensory information such as pressure touch and pain

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9
Q

Temporal Lobe

A

Auditory Cortex. Portion of the brain is involved in the interpretation of the sounds and languages we hear

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10
Q

Psychodynamic Perspective

A

Proposes that there are psychological forces underlying human behaviour, feelings and emotions

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11
Q

Who originates the Psychodynamic Perspective

A

Sigmund Freud

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12
Q

Phenomenal

A

In the moment

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13
Q

Access

A

Recalls experiences from memory

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14
Q

Levels of awareness

A

Conscious
Preconscious
Unconscious

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15
Q

Psychoanalysis

A

Type of analysis that involves attempting to affect behavioural change through having patients talk about their difficulties

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16
Q

Carl Jung

A

Expanded Freuds Theories
Introduced concepts of archetype, collective unconscious and individuation

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17
Q

Active Imagination

A

refers to activating our imaginal processes in waking life in order to tap into the unconscious meanings of our symbols (Daydreaming)

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18
Q

Archetypes

A

Primordial images reflect basic patterns or universal themes common to us all and are present in the unconscious
Example: Children are innocent

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19
Q

Individuation

A

Unique calling in life each person must fulfill by uniting their conscious and unconscious thoughts

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20
Q

Introvert

A

Needs privacy and space

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21
Q

Extravert

A

needs sociability

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22
Q

Thinking Function

A

Sees cause and effects relations ; cool distant, frank and questioning

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23
Q

Feeling Function

A

Has a sense of valuing positively or negatively

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24
Q

Sensing function

A

Orientates toward the body and senses ; detailed, concrete and present

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25
Q

Intuitive

A

Goes with hunches, impractical

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26
Q

Latent Content

A

Deep unconscious wishes or fantasies

27
Q

Manifest Content

A

Superficial and meaningless

28
Q

Threat Simulation Theory

A

Dreams should be seen as an evolutionary (biological) defence mechanism
Dreams allows us to practice respond to threatening events

29
Q

Expectation Fulfillment Theory

A

Dreaming serves to discharge emotional arousals that have not been expressed during the day

30
Q

Activation Synthesis Theory

A

Dreams don not actually mean anything
It is our neurone randomly firing during sleep

31
Q

Continual Activation Theory

A

Dreaming is a result of brain activation and synthesis

32
Q

Incubation

A

Concept of sleeping on a proble

33
Q

Forms of Incubation

A

Taking a break, sleeping or working on another kind of problems either more challenging or less difficult

34
Q

Spreading Activation

A

Problem solvers disengage from the problem solving task, they naturally expose themselves to more information that cab serve to inform the problem - solving process

35
Q

Selective Forgetting

A

Once disengaged from the problem solving process, solvers are freer to let go of certain ideas or concepts that may be inhibiting the problem solving process

36
Q

Problem Restructuring

A

Problem solvers let go of the initial problem, they are then feed to restructure or reorganize their representation of the problem and thereby capitalize on relevant information not previously noticed

37
Q

Classical Conditioning

A

Behaviours shaped by pairing of stimuli

38
Q

Thorndike’s Theory of Learning

A

Learning is incremental
Learning occurs automatically

39
Q

Law of effect

A

If an assosiation is followed by satisfaction, it will be strengthened, and if it is followed by annoyance, it will be weakened

40
Q

Law of use

A

The more of an association is used, the stronger it becomes

41
Q

Law of disuse

A

The longer an association is unused, the weaker it becomes

42
Q

Law of recency

A

Most recent response is most likely to reoccur

43
Q

Multiple Response

A

An animal will try multiple responses (trial and error) if the first response does not lead to a specific state of affairs

44
Q

Set or Attitude

A

Animals are predisposed to act in a specific way

45
Q

Prepotency of elements

A

A subject can filter out irrelevant aspects of a
problem and focus on and respond to significant elements of a problem.

46
Q

Response to analogy

A

Responses from a related or similar context may be used in a new context

47
Q

Identical elements theory of transfer

A

The more similar the situations are, the
greater the amount of information that will transfer. Similarly, if the situations
have nothing in common, information learned in one situation will not be of any
value in the other situation.

48
Q

Associative Shifting

A

It is possible to shift any response from occurring with
one stimulus to occurring with another stimulus.

49
Q

Law of readiness

A

A quality in responses and connections that results in
readiness to act. Behaviour and learning are influenced by the readiness or
unreadiness of responses, as well as by their strength.

50
Q

Indetifiability

A

Identification or placement of a situation is a first response of
the nervous system, which can recognize it. Then connections may be made to
one another or to another response, and these connections depend on the
original identification. Therefore, a large amount of learning is made up of
changes in the identifiability of situations.

51
Q

Availability

A

The ease of getting a specific response

52
Q

Radical Behaviourism

A

Philosophy of the science of behaviour

53
Q

Humanist Psychology

A

Holds a hopeful, constructive view of human beings and of their substantial capacity to be self determining

54
Q

Carl Rogers

A

Client Centered Therapy

55
Q

Abraham Maslow

A

Hierarchy of Needs

56
Q

Rollo May

A

Existential Psychotherapy

57
Q

Fritz Peres

A

Gesalt therapy

58
Q

Client Centred Therapy

A

Relies on clients capacity for self direction, empathy and acceptance to promote clients development

59
Q

Exsistential Therapy

A

Counsellor and the client reflect on how the client has answered life questions in the past, but attention ultimately emphasizes the choices to be made in the present and future

60
Q

Gestalt therapy

A

Focuses on the skills and techniques that permit an individual to be more aware of their feelings
Focuses on the present

61
Q

Positive Psychology

A

Combines emotion and intuition with reason and research
Emphasizes empathetic listening (similar to client centred therapy)

62
Q

Flow

A

A state of optimal performance

63
Q

Cognitive Psychology

A

the study of mental processes such as attention, memory, perception, language
use, problem solving, creativity, and thinking.

Psychology 121 (11 decks)

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