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CLEP Psychology > CLEP Psychology > Flashcards

CLEP Psychology Flashcards

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1
Q
  • Psych
A
  • Scientific study of human behavior (actions you see) & mental processes (thoughts, emotions, impulses
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2
Q
  • Structuralist
A

o Believes in consciousness

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3
Q

o William Wundt

A

 Made up of different elements combined in different ways to produce perceptions
 Wanted to discover the form, or basic elements of mental experience
 Used introspection- internal perception, process by which someone examines their own conscious experience as objectively as possible
* Subjective way & couldn’t be used on children or animals

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4
Q
  • Functionalism
A

o Function of human condition or behavior, mental experiences or processes adaptive or functional for people
o Believed consciousness & behavior helped people & animals adjust to their environments

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5
Q
  • Biological Approach
A

o Physiological & biochemical explanation of behavior (genes, hormones, neurotransmitters)
o Studying behavior focus on understanding how physiological & biochemical processes produce psychological phenomena

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6
Q
  • Behavioral Approach
A

o Responding to environment, learned responses to predictable patterns of environmental stimuli
o Classical & operant conditioning

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7
Q
  • Psychodynamic Approach
A

o Unmet needs from childhood affects personality
o Thoughts, feelings, & behaviors stem from interaction of innate drives & society’s restrictions on expression of those drives, Psychoanalytic

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8
Q
  • Cognitive Approach
A

o Behavior results of feelings & thoughts, resulted as reaction against behaviorism
o Studies problem solving, attention, expectation, memory, & other thought processes

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9
Q
  • Humanistic Approach
A

o Motivated by desire to grow & develop, believe people aren’t machines whose behaviors determined by genetic code
o Emphasized potential for good innate to all humans

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10
Q
  • Social- Cognitive Approach
A

o Reciprocal determinism
 How people think, behave, & what their environment is like all interact to influence consistency of behavior

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11
Q
  • Individual-Difference Approach
A

o Measuring many ways in which people differ, reducing those ways down to manageable subset, using measurements of characteristics to predict actual behavior
o Traits- consistent pattern of behavior
o Measured by self-report questionnaires

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12
Q
  • Experimental Approach
A

o Cause & effect
o Independent variable- manipulated (cause)
o Dependent variable- measured (effect)
o Experimental group- exposed to cause
o Control group- not exposed to the cause (helps to set standard)

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13
Q

o Neuron Types

A
    1. Sensory (afferent neurons): take info from body tissues & sense organs, transmit to spinal cord & brain
    1. Motor (efferent): sends info in opposite direction
    1. Interneurons (association neurons): neurons communicate with other neurons
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14
Q

Neurons Consist of

A
  • Cell body:
    o Contains structure to help keep cell alive
  • Dendrites:
    o Short, bushy fibers that take info in from outside cell
  • Axons:
    o Relatively long fibers that pass info along to other nerve cells, to glands, or muscles
  • Myelin sheath:
    o Fatty tissue that the axon & accelerates transmission of info
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15
Q

o Synapse

A

 Junction where end of one neuron meets beginning of another
* Gap less than one millionth of an inch is the synaptic gap

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16
Q

o Neurotransmitters

A

 Chemical molecules contained in vesicles within axon terminal
 Released into synaptic cleft, bind to receptor sites on next neuron’s dendrites
 Excess is either broken down due to enzymatic degradation or absorbed through reuptake

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17
Q

o Central Nervous System

A

 Spinal cord
* Enables reflexive behavior, relays info to brain from elsewhere in body
 Brain
* Controls physiological & psychological functions

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18
Q

o Peripheral nervous system

A

 Includes sensory & motor neurons connecting the brain & spinal cord to rest of body

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19
Q

Two Systems of Peripheral Nervous system

A
  • Somatic nervous system- operate in external environments
    o Carries info from muscles, sense organs, & skin to central nervous system
    o Carries messages from central nervous system to skeletal muscles
  • Autonomic nervous system- regulates body’s internal environment by controlling functioning glands, organs, & some muscles
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20
Q

o Brainstem

A

 Oldest region of brain, begins where spinal cord enters skull, controls breathing & heartbeat

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21
Q

o Thalamus

A

 Sits on top of brain stem, receives info about senses, sends info to higher regions

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22
Q

o Reticular Formation

A

 Runs through brain stem & thalamus, controls arousal & sleep, filters stimuli, sends info to other parts of brain

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23
Q

o Cerebellum

A

 Rear base of brainstem, controls coordination of voluntary movements

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24
Q

o Limbic System

A

 Sits btw older parts & evolved cerebral cortex
 Contains several structures
* Hippocampus- processes memory
* Amygdala- influences fear & anger
* Hypothalamus- influences hunger, thirst, & sexual behavior

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25
Q

o Cerebral cortex

A

 Outer covering of brain, involves motor, cognitive, sensory processes
 Divided into two hemispheres- left & right

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26
Q

o Psychophysics

A

 Addresses topics of sensations
 Level of intensity we can detect stimuli, how sensitive we are to changes in stimulation & psychological factors influence ability to sense stimuli

27
Q

o Signal detection theory

A

 Ability to notice stimulus will vary due to psychological factors
 Factors: motivation, past experience & expectations

28
Q

o Weber’s law

A

 Threshold of noticeable difference increases proportion to intensity or magnitude of stimulus
* Harder to notice difference with more intense, powerful stimuli than weaker ones

29
Q

o Gestalt psychology

A

 First to formulate rules where the brain pieces together meaningful experiences from fragments of sensations, minds fill in gaps of sensations

30
Q

o Critical period

A

exposure appropriate for stimuli is required in order for the various perceptual skills to develop

31
Q

o General principle

A

 Processing info about environment occurs in two ways:
* Bottom up- simple sensory receptors to more complex neural networks
* Top down- expectations, motives, contextual cues to raw sensory data

32
Q

o Sleep

A

 Stages distinguished by type & appearance of brain waves
* Electrical currents on brain shown graphically on EEG
* Awake but relaxed state, brain produces alpha waves
o Slow & regular

33
Q

Stage 1 Sleep

A

o Slower breathe, irregular erratic brain waves, hypnogogic sensation maybe
 Falling or floating, drowsiness
o Delta waves

34
Q

Stage 2 Sleep

A

o About 20 minutes, deeper relaxation, sleep spindles
 Occasional bursts of rhythmic brainwaves
o K-complexes

35
Q

Stage 3 & 4 Sleep

A

o Delta waves as large, slow waves
o Stronger & more consistent delta waves

36
Q

o Psychoactive drugs

A

 Produces state of consciousness different from “normal” consciousness by mimicking or stimulating activity of neurotransmitters

37
Q

3 Types Psychoactive Drugs

A
  • Depressants- slow down body functions & neurological activity
    o Alcohol, barbiturates, opiates
    o Slow down sympathetic nervous system
  • Stimulants
    o Increase neural activities & body functions
  • Hallucinogens
    o Distort perceptions & produce sensations that have no physical basis
38
Q

2 Types of Learning

A
  • Associative learning
    o Involves a relationship btw stimuli or btw a response & stimulus
    o Classical conditioning- produces changes in responding by pairing two stimuli together

 Non-associative learning
* When repeated encounters with stimulus produces enduring change in behavior
* Habituation- repeated presentations of stimulus reduce intensity of response

39
Q
  • Heuristics
A

way to solve problems with minimal effort, shortcuts

o Representative heuristic- comparing likelihood of one event happening by looking at similar one

o Availability heuristics- judging likelihood an event will happen in terms of how readily you can bring an instance to mind

40
Q

B.F Skinner

A
  • developments terms of operant conditioning made by
41
Q
  • Noam Chomasky
A

o Claimed children have language acquisition device
 Universal system steers us towards interpreting & using language in particular ways
o Others proposed neural complexity of our brains allow children to analyze experiences with language & determine which word orders are acceptable

42
Q

o Mnemonic strategies

A

 Deliberate methods used for getting info into long-term

43
Q

o Alfred Binet

A

 Developed first intelligence test

44
Q

o Charles Spearman

A

 Labeled general intelligence that is single, unitary skill underlying people’s ability to solve problems

45
Q

o Motivation

A

 Psychological process energizes & directs behavior
 Most important motives serves primarily social-psychological goals

46
Q

 Hypothalamus

A
  • Part of brain monitoring hunger
    o Ventromedial hypothalamus- responsible for stopping hunger
    o Lateral hypothalamus- responsible for increasing hunger
47
Q

o Emotions

A

 Deal with motives, goals, source of motivation
 Basic level
* Anger, sadness, joy, fear, love
* Wired into nervous system, blended emotions learned
 Emotions involve some part of physiological arousal, behavioral expression, conscious experience

48
Q

 Cannan-Bard Theory

A
  • Perceiving a stimulus that relevance to one’s well being will generate arousal & subjective emotional experience
49
Q

 James-Lange Theory

A
  • Perception of stimulus causes arousal first then causes emotions
    o Facial feedback hypothesis- activity of facial muscles tells us whether we’re happy or not
50
Q

 Two Factor Theory

A
  • Quality of emotional experience depends on how arousal is labeled
51
Q

o Cross sectional studies

A

 Comparing people of diff ages at same point in time
* Problem: age is confused with cohort

52
Q

o Piaget’s Theory of Cognitive Development

A

 How children’s thinking changes with age

53
Q

o Erickson’s Theory of Psycho-social Development

A

 Relies on idea that tension or disequilibrium is necessary for change
 Going through diff types of crisis depending on age

54
Q

o Abnormal Psychology

A

 Deals with psychological disorders
 300 disorders in DSM-IV & DSM-V

55
Q
  • Somatoform disorders
A

o Physical symptoms usually associated with sort of disease or physical disorder

56
Q

William Wundt

A

-first psychologist,
set up the first
-psychology laboratory in Leipzig, Germany
-Structuralist

57
Q

Edward Titchner

A

-Set up the first psychology lab in the US

58
Q

William James

A

-Functionalist

59
Q

Sigmund Freud

A

-Pschodynamicist

60
Q

Charles Spearman

A

-Label general intelligence “g”

61
Q

Lev Vygotsky

A

-developed a theory that children’s interaction with knowledgeable adults or older children helped them develop skills.
-Guided participation is also used in the instruction of adults and is an important teaching tool.

62
Q

Gordon Allport

A

-was one of the earliest psychologists in America who undertook a rigorous and structured approach to studying personality.
-identified the idiographic and nomothetic views to personality study in 1937 with a goal of differentiating between common traits and those that are unique to individuals.

63
Q

Meyer Friedman

A

-was a researcher who pioneered the development of two personality types, A and B, according to how well (or poorly) they respond to the multiple demands of everyday life.

-described Type A personalities as high achieving, multitaskers who are always very stressed and in a hurry.

-Type B personalities, on the other hand, are described as easy going, relaxed, and not always in a hurry.

CLEP Psychology (1 decks)

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