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Cram Packet Flashcards

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1
Q

Frances Galton

A

human traits (personality and ability) depend entirely on genetic inheritance

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2
Q

William Wundt

A

(nazi that wanted structure)

father of modern scientific psychology. Structuralism was the approach and introspection was the methodology.

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3
Q

Introspection

A

the contemplation of conscious experience such as thoughts, desires, and conduct

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4
Q

Sturcturalism

A

Wundt’s idea that experiences break down into subjective feelings and objective sensations

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5
Q

Watson

A

(watson observes bahvior and Albert is an english name) Founder of behaviorism. The idea that observed behavior provides the only valid data in psychology

Studied nature vs. nurture and said environment determines behavior

Applied classifcal conditioning skills to advertising. Most famous experienment was called “Little Albert”, where he trained Albert to be afraid of rats and then generalized the fear to white animals.

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6
Q

Adler

A

(adolf neo nazi)
Neo-Freudian; believed that childhood social, not sexual, tensions are crucial for personality formation. Believed that people are primarily searching for self-esteem and trying to achieve their ideal self

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7
Q

Jung

A

Discliple of Freud. Extended Freud’s theories. Believed in collective unconscious as well as a personal unconscious that is aware of ancient archetypes which we inherit from our anscestores. Jung coined the terms introversion and extroversion

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8
Q

Allport

A

(port to 3 traits)
Believed in 3 levels of traits
1. Cardinal trait - dominant trait that categorizes your life.
2. Central trait - common to all people
3. Secondary trait - surfaces in some situations and not in orders

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9
Q

Ellis

A

Father of Rational Emotive Theorapy, which focuses on altering the client’s irrational thinking to reduce maladaptive behavior and emotion (like “If I fail this exam, I am done”)

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10
Q

Maslow

A

(Maslow seems like a mcandles type that has no needs)
Humanist psychologist .Claimed that we have a series of needs that must be meet. We can not reach self-actualization without meeting all of these needs from bottom to top. From bottom to top (first to last) - physiological needs (air, water, food), safety, belonging, self-esteem, self-actualization, lower needs dominate higher ones and thus lower needs take up the motivation

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11
Q

Rogers

A

Humanistic psychologist. Believed in unconditional positive regard. Believed people naturally strive for self-actualization and high self-esteem unless society taints them. In therapy sessions Rogers reflected back clients thoughts so that they developed a self-awareness for their feelings. Client-centered therapy.

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12
Q

Skinner

A

Father of operant conditioning. Believed psychology was not scientific enough. Wanted it to be believed everyone is born tableau rosa; not converned with unconscious or cause; only behavior

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13
Q

Pavlov

A

Father of classical conditoning. An unconditional stimulus naturally elecits a reflexive behavior called an unconditional response, but with repeated pairing with a neautral stimulus, the neutral stimulus will elicit the response

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14
Q

Chomsky

A

(as in chomping mouth as in speaking) Believed that there are an infinite number of sentences. Believed that humans have an inherit tendency to develop language. Basically believed the brain is hardwaired for language and grammar.

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15
Q

Piaget

A

Four-state theory of cognitive development.

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16
Q

Erikson

A

People evolve through 8 states over their life span; each state is marked by psychological crisis that involves confronting “who am I”

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17
Q

Kohlberg

A

believes there are 3 levels of moral reasoning.

  1. Pre-conventional
  2. Conventional
  3. Post-conventional

Each level can be divided into 2 stages.

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18
Q

Gilligan

A

(like the breaking bad character that wanted to take Walt’s job)
Maintained that Kolberg’s work overlooked potential differences in the moral judgement between men and women, because Kholberg’s research was only conducted on boys

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19
Q

Eysenck

A

(eyes are genetic and he saw the terms introvert and extrovert) Maintained that personality is largely determined by genes; used the terms extroversion and introversion

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20
Q

Jones

A

(generic name means systematic naming) Believed in systematic desensitization. Believed that fear could be unlearned. Demonstrated systematic desensitization with Little Peter experiment. Used counter conditioning, in order to remove the fear of rabbits from Peter. Basically showed Peter rabbits in front of Peter’s favorite food.

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21
Q

Whorf

A

(whor cant talk or think with it in your mouth) Believed that lnaguage determined the way we think

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22
Q

Sternberg

A 
(probably a nazi trying to scale intelligence for eugenics) 
Developed theory of intelligence
1. academic problem-solving intelligence
2. practical intelligence
3. creative intelligence
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23
Q

Gardner

A

(gardener going too deep)
Developed 8 indicators that define intelligence.
1. Linguistic
2. Musical
3. Logical-Mathematical
4. Spatial (ability to visualize)
5. Bodily Kinesthetic (motor skills)
6. Intrapersonal (aware of their emotional states)
7. Interpersonal (skill of assessing the emotions, motivations, desires, and intentions of those around them)
8. Naturalist (categorizing, understanding the natural world)

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24
Q

Bandura

A

(bandura aka bandana social duece
Social learning theory; observational learning. Had adults punching a punching bag. Children who observed this behavior exhibited the same behavior

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25
Q

Law of Effect/ Thorndike

A

(thorndike doesnt change his name since he isnt made fun of)
The principle that behavior follows when favorable consequences become more likely. law of effect-the principle that behavior followed by favorable consequences becomes more likely and vice versa

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26
Q

Binet

A

(sounds like a douchey clarenet player)

Created I.Q. tests

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27
Q

Terman

A

(man he is a douche using IQ on children)

Revised I.Q. test and established norms for American children

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28
Q

Weschler

A

(Welsh juice for adults grape, alchohol?)

Created intelligence test for adults

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29
Q

Spearman

A

(spreadheaded V operation aka g)
Found that specific mental talents were highly correlated; concluded that all cognitive abilities showed common core which he labeled “g” for general ability

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30
Q

Projective Test

A

Test that tries to figure out your personality. Examinees are shown a standard set of ambiguous stimuli and asked to respond to the stimuli

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31
Q

Rorschach

A

Developed first projective test, the Inkblot test. The subjects revealed their interpreation of the inkblots and this revealed their personality.

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32
Q

Zimbardo

A

(Lambardo lazy AF conclusion)
Conducted the Stanford Prison Experiment. Studied the power of
social roles to invluence peoples behavior; proved people’s behavior depends to a large extent on the roles they are asked to play.

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33
Q

Rosenhan

A

(inoscent rose, motherly)
Conducted a hospital experiment to test the diagnosis that hospitals make on patients. Wanted to see the impact of behavior on being a patient. Proved that once you are diagnosed with a disorder, your care would bot be very good in a mental hospital setting. Pygmalion Effect-effect of teacher’s expectations on students

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34
Q

Asch

A

(Asch’s girl friend, conformity overload brah)
Study of conformity. Experiment has a subject unaware of his situation to test if he would conform if all the members of a group gave an obviously incorrect answer

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35
Q

Milgram

A

(sounds like that old dude from Up who looks like the old dude from that SVU episode where the old criminal used Milgram’s experiment and then drowed on the shore lol)
Conducted an experiment on obedience, where he observed the effect that a superior giving commands would have on the test subject. Found that the test subject was more likely to shock if a superior was demanding the shock.

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36
Q

Harlow

A

(sounds like a pirate with a monkey on their shoulder)
Studied theory of attachment on monkeys. Experimented on the effects of social isolation in young monkeys. Found that these isolated monkeys never fully recovered emotionally.

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37
Q

Sheldon

A

Theory that linked personality to physique on the grounds that both are govered by genetics. Endomorphic (large, endo means taking in like twinkies), mesomorphic (average (mesi, mesi whatever the fuck it is in italian for same)), ectomorphic (skinny (exoblade))

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38
Q

Freud

A

Psychoanalytical theory that focuses on the unconscious, id, ego, superego. Believe innate drive for sex and aggresion are hte primary motives for our behavior and personalities

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39
Q

Horney

A

(horney pent up agressively challenged freud in bed)
Challenged Freud; said that personality is continually molded by current fears and impulses rather than being determine solely by childhoos experiences; saw humans as craving love and social interaction to drive their needs

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40
Q

Seligman

A

(giving up like Seleman at lexhack) learned that helplessness is giving up reaction that occurs from the experience that whatever you do cannot change your situation

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41
Q

Ebbinghas

A

(good chance i am going to forget the name)

first to conduct scientific studies on memory and forgetting; learning curves

42
Q

Wiesel

A

(wisel for visual cortex)

Groups of neurons in the visual cortex correspond to different visual stimuli

43
Q

Cannon

A

(cannon in your stomach)
believed that gastric acitivity in an empty stomach was the sole reason for hunder; did experiment by inserting ballon in subjects stomach

44
Q

Weber

A

Pioneered the first study of just noticeable difference, which became Weber’s law; JND between stimuli is a constant fraction of the intensity of the standard stimuli

45
Q

Kubler-Ross

A 
(two names 5 stages)
Theory that terminally ill pass through 5 stages :
Denial
Anger
Bargaining
Depression
Acceptance
46
Q

Zajonc

A

(wierd name, equally wonky effect)

Main Findings

Repeated exposure of something leads to a more positive feeling about it.

Summary

Zajonc conducted four experiments, each of which provided overwhelming to strong support for the hypothesis that mere repeated exposure of an individual to a stimulus object enhances his or her attitude toward it. For example, in experiment #3, subjects were shown nonsense symbols that resembled Chinese characters. Each character was shown from 0–25 times. The subjects were then asked to rate how they felt about each character.

Results

Eleven out of twelve times, the character was liked better when it was in the high frequency category.
mere exposure effect;The mere exposure effect is an example of how irrational we can be. In no way does mere exposure mean that something is more trustworthy or deserving of positive feelings. This idea explains attachments to both animate and inanimate objects, and why sometimes it is hard to throw things away. Fear not; this same irrational bias that has caused you to form attachments to things you no longer have also works to irrationally help you form new attachments!

47
Q

Murray

A

(Ashay wants to suceed with Murray) wants the TIT
Stated that the need to suceed varied in strenght depending on the person. Therefore it shaped their approach to success and how they evaluated their own performances. Devised TAT (thematic appreciation test)

48
Q

McClelland

A

(sleezy name)

Devised a way to meassure Murrays theory. Scored TAT’s use in assessing achievement motivation

49
Q

Ekman

A

(elk make a face before they are run over my car)

theory that facial expressions are universal

50
Q

Marcia

A

(Merica ripping off the work of Erikson)
studied adolescent stage of Erikson; divided adolescent into four groups- foreclosed(having parents identity),
achieved (your own identity), diffused (not even searching, living day-to-day), moratorium (actively searching for identit

51
Q

Social-Learning Theory

A

we learn social behavior by observing and imitating and by being rewarded or
punished

52
Q

Gender-Schema Theory

A

children learn from their cultures a concept of what it means to be male or female and that they adjust
their behavior accordingly

53
Q

Signal Detection Theory

A

predicts how and when we detect the presences of a faint stimulus amid background stimulation. Detection depends partly on the expectations and experiences of the individual

54
Q

Young-Helmholtz Trichromatic Theory

A

the retina contains three different color receptors–one most sensitive to red, one to green, one to blue–which when stimulated in a combination, can produce the perception of any color

55
Q

Opponent-Process Theory

A

opposing retinal processes enable color vision (red-green, yellow-blue, white-black)

56
Q

Frequency Theory

A

the rate of nerve impulses traveling up the auditory nerve matches the frequency of a tone, thus
enabling us to sense its pitch

57
Q

Place Theory

A

links the pitch we hear with the place where the cochlea’s membrane is stimulated

58
Q

Gate-Control Theory

A

the spinal cord contains a neurological “gate” that blocks pain signals or allows them to pass on to the
brain

59
Q

Drive-Reduction Theory

A

the idea that psychological need creates an aroused tension state that motivates an organism to satisfy
the needs

60
Q

James-Lange Theory

A

(fancy James lounge)
our experience of emotion is our awareness of our physiological responses to emotion-arousing stimuli. physiological change in bodies, then emotion comes; ex. I see a bear which cause my heart to race, then I become afraid

61
Q

Cannon-Bard Theory

A

an emotion-arousing stimulus simultaneously triggers physiological responses and the subjective. processing emotions and bodily response occur simultaneously; ex. I see a bear, I feel afraid and my heart is racing
experience of emotion

62
Q

Two-Factor Theory

A

This is also known as Schachter’s Two-Factor Theory of Emotion, after Stanley Schachter. Schachter proposed that human emotions contain two factors or parts: physical arousal and a cognitive label. According to Schachter, both of these elements must be present for you to experience an emotion. Some form of arousal occurs (e.g., increased heart rate, perspiration, etc.), you then put some label on this arousal, and then experience the emotion. For example, imagine playing a physically demanding game like basketball. As soon as you are done with the game (and you are hot, your heart is racing, etc., which is the state of arousal) someone gives you some bad news. In response, you get angry (label the emotion as anger), and feel that anger. The question is, would you have gotten less angry about this news if you were not aroused from playing basketball? According to Schachter, you are probably going to be more angry in the aroused state than if you got the news in a less aroused state.

63
Q

Attribution Theory

A

we tend to give a casual explanation for someone’s behavior, often by creating either the situation the person’s disposition

64
Q

Cognitive-Dissonance Theory

A

we act to reduce the discomfort we feel when two of our thoughts are inconsistent

65
Q

Scapegoat Theory

A

prejudice offers an outlet for anger by providing someone to blame

66
Q

Social Exchange Theory

A

(LMC)

Social exchange theory proposes that social behavior is the result of an exchange process. The purpose of this exchange is to maximize benefits and minimize costs. According to this theory, people weigh the potential benefits and risks of social relationships. When the risks outweigh the rewards, people will terminate or abandon that relationship.Costs involves things that are seen as negatives to the individual such as having to put money, time and effort into a relationship. The benefits are thing things that the individual gets out the relationship such as fun, friendship, companionship and social support.

67
Q

hypothesis

A

your prediction of how the experiment will come out, based upon a theory

68
Q

population

A

all cases in a study; group from which samples are drawn. If you were studying teen driving for instance, teens would
be your population; the specific teens you studied would be your sample. Ideally, all the teens would have an equal chance to
be subjects to have a perfect random sample, but if the group you choose from is representative of the population, (meaning
same proportion of gender, ethnicity, age, etc) and all of those have an equal chance of being chosen, then you have a random
sample.

69
Q

random sample(sometimes just called sample)

A

the group you are doing the actual experiment on. They should all have had the
same chance of being selected from the population. See above.

70
Q

random assignment

A

the way in which you assign members of the random sample to the control or experimental group. Again,
each member of the random sample should have an equal chance of being selected to each group. Try to keep all things
equal. Wait until everyone is there and randomly select them.

71
Q

subject

A

the person you are doing an experiment on; a member of the random sample who has been randomly assigned.

72
Q

operational definition

A

a statement of the procedures used to define research variables. Spell out what you are comparing and how
you are going to measure and compare the dependent variable.

73
Q

independent variable

A

the experimental fact that is going to be manipulated or changed. You will compare the results of this fact
to a baseline or control group on which the variable was not done (called a between subjects design), or you may
compare the group in a before-and-after scenario, in which their original state or scores act as your baseline or control group
(within subject design). For instance, if you wanted to test the effects of watching the Simpsons on mood, your population
might be Americans. You would get a random sample for a representative population of Americans chosen from phone
books. Randomly assign those people to two groups, one who watches the Simpons(experimental group) and one that
doesn’t (control group). The independent variable would be watching the Simposns. Give each group a mood test at a certain
time before the independent variable is introduced. The results should be the same because they are a random sample
randomly assigned from the same population. Have the subject watch the Simpsons, and the control group not watch the
Simpsons. Re-administer the mood test and compare the resulting mood change (dependent variable). Or, in this case, a
within subjects design would be feasible and you could administer the mood test to the random sample over a period of days
to find out each members typical mood at 7:30 p.m. on a “typical day”. Then, allow them to watch the Simpsons every day
for a week and then measure their mood afterward and compare the results. The sample would then serve as its own control
group.

74
Q

experimental group

A
  • the group being experimented on or acted upon by the independent variable.
75
Q

control group

A

group compared to the experimental group to see if any change has occurred because of the independent variable

76
Q

dependent variable

A

behavior or mental process that is being tested; the behavior or mental process that changes because of the
introduction of the independent variable. The results of the experiment are compared to the behavior or mental process
before and after, or against the control group of the dependent variable

77
Q

results

A

the outcome in quantitive or measurable behavioral terms comparing the dependent variable before and after

78
Q

discussion

A

your assessment of the experiment based on the results. Did it prove our hypothesis? Did you discover control
problems? What further study might be needed?

79
Q

control of possible confounding variables

A

steps you take to make sure your random samples are as identical as possible and that
the environment in which they are tested are as similar as possible.

80
Q

confounding variables

A

uncontrolled variables that affect the control group and experimental group affecting your results. It could
be things like time of day being different, using a male voice in one group and a female in another, and other distracting
circumstances

81
Q

double blink as a control for experimenter bias

A

if you’re asked to control for experimenter bias, you can’t go wrong by using a
double blind technique, wherein neither the experimenter nor the subject know who is in the control group or
experimental group so that they wont’ sway the results. The experimenter may know the intent of the study. To be
even purer, you could use a tester who doesn’t even know what he/she is testing for.

82
Q

mean

A

the sum of a list of numbers, divided by the total number of numbers in the list

83
Q

median

A

“middle value” of a list; the smallest number such that at least half the numbers in the list are no greater than it.
If the list has an odd number of entries, the median is the middle entry in the list after sorting the list into increasing order.
If the list has an even number of entries, the median is equal to the sum of the two middle (after sorting) numbers divided
by two.

84
Q

mode

A

for lists, the mode is the most common (frequent) value. A list can have more than one mode. For histograms, a
mode is a relative maximum (“bump”).

85
Q

standard deviation

A

tells how spread out numbers are from the average; calculated by taking the square root of the
arithmetic average of the squares of the deviations from the mean in a frequency distribution.

86
Q

independent variable vs. dependent variable

A

independent variable (what is tested or manipulated) vs. dependent variable (what is measured for changes)

87
Q

experimental group vs. control group

A

experimental group (group that is tested) vs. control group (group compared to the experimental)

88
Q

left brain vs. right brain

A

left brain (language and logic) vs. right brain (creative and spatial)

89
Q

corpus callosum vs. cerebral cortex

A

corpus callosum (divides the brain) vs. cerebral cortex (covers the brain)

90
Q

sympathetic nervous system vs. parasympathetic

A

sympathetic nervous system (“flight-or-fight”) vs. parasympathetic (calming)

91
Q

neurotransmitters vs. hormones

A

neurotransmitters (in the nervous system) vs. hormones (in the endocrine system)

92
Q

lateral hypothalamus vs. ventromedial hypothalamus

A

lateral hypothalamus (stimulates hunger) vs. ventromedial hypothalamus (suppresses hunger)

93
Q

Broca’s area vs. Wernicke’s area

A

Broca’s area (makes words) vs. Wernicke’s area (comprehends words)

94
Q

identical twins vs. fraternal twins

A

identical twins (same fertilized egg) vs. fraternal twins (two separate eggs)

95
Q

afferent neurons vs. efferent neurons

A

afferent neurons (sensory, body to the brain) vs. efferent neurons (motor, brain to the body)

96
Q

assimilation vs. accommodation

A

assimilation (all four-legged animals are “doggies”) vs. accommodation (“doggies” are different than “kitties”)

97
Q

concrete operations vs. formal operations

A

concrete operations (logical thinking) vs. formal operations (philosophical thinking)

98
Q

sensation vs. perception

A

sensation (bottom-up processing) vs. perception (top-down processing)

99
Q

rods vs. cones

A

rods (night vision) vs. cones (color vision)

100
Q

classical conditioning vs. operant conditioning

A

classical conditioning (involuntary) vs. operant conditioning (voluntary)

101
Q

primacy effect vs. recency effect

A

primacy effect (first items remembered) vs. recency effect (last items remembered)

AP Psych (6 decks)

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