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Cram Session Flashcards

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1
Q

unconscious forgetting of anxiety-producing memories

A

repression

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2
Q

deliberate, conscious form of fogetting

A

suppression

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3
Q

person attributes their forbidden urges to others

A

projection

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4
Q

repressed wish is warded off by its diametrical opposite

A

reaction formation

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5
Q

process of developing a socially acceptable explanation for inappropriate behavior or thoughts

A

rationalization

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6
Q

reverting to an earlier stage of development

A

regression

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7
Q

transforming unacceptable urges into socially acceptable behaviors

A

sublimation

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8
Q

pent-up feelings are discharged on objects and people less dangerous than those objects or people causing the feelings

A

displacement

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9
Q

proposed gain-loss principle

A

Aronson and Lindor

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10
Q

studied conformity with lengths of lines

A

Asch

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11
Q

developed social learning theory

A

Bandura

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12
Q

developed self-perception theory; androgyny

A

Bem

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13
Q

doll preferences

A

Clark and Clark

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14
Q

two factors that could lead to non-helping: social influence and diffusion of responsibilities

A

Darley and Latane

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15
Q

suggested gender differences in conformity where not due to gender but to differing social roles

A

Eagly

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16
Q

developed cognitive dissonance theory and social comparison theory

A

Festinger

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17
Q

balance theory; attribution theory, and dispositional and situation attributions

A

Heider

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18
Q

studied attitude change

A

Hovland

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19
Q

groupthink

A

Janis

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20
Q

belief in a just world

A

Lerner

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21
Q

three categories of leadership: autocratic, democratic, and laissez-faire

A

Lewin

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22
Q

studied psychological inoculation to resist persuastion

A

McGuire

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23
Q

studied obedience

A

MIlgram

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24
Q

studied political norms

A

Newcomb

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25
Q

developed elaboration likelihood model of persuasion

A

Petty and Cacioppo

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26
Q

relationship between anxiety and the need of affiliation

A

Schachter

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27
Q

autokinetic effect and Robber’s Cave experiement

A

Sherif

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28
Q

mere exposure effect and social facilitation effect

A

Zajonc

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29
Q

prison simulation

A

Zimbardo

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30
Q

strange situation

A

Ainsworth

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31
Q

relationship between parental style and discipline

A

Baumrind

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32
Q

attachment in human children

A

Bowlby

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33
Q

children have an innate capacity for language acquistion; surface structure and deep structure of a sentence; transformational rules

A

Chomsky

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34
Q

eight stages of psychosocial development covering the entire lifespan

A

Erikson

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35
Q

five stages of psychosexual development

A

Freud, S

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36
Q

development due primarily to maturation

A

Gesell

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37
Q

males and females have different orientations toward morality

A

Gilligan

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38
Q

founder of developmental psychology

A

Hall

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39
Q

contact comfort in bond formation

A

Harlow

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40
Q

longitudinal study to examine developmental trajectories of children’s temperment

A

Kagan

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41
Q

moral development using moral dilemmas

A

Kohlberg

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42
Q

tabulas rasa

A

Locke

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43
Q

imprinting in birds

A

Lorenz

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44
Q

four stages of cognitive development

A

Piaget

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45
Q

development could unfold without help from society

A

Rousseau

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46
Q

longitudinal study of gifted children

A

Terman

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47
Q

genetic basis of maze-running rats

A

Tryon

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48
Q

zone of proximal development

A

Vygotsky

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49
Q

breaks consciousness into elements by using introspection

A

Structuralism

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50
Q

stream of consciousness; studies how mind functions to help people adapt to environment; attacked structuralism

A

Functionalism

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51
Q

psychology as objective study of behavior; attacked mentalism and the use of introspection

A

Behaviorism

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52
Q

whole is something other than the sum of its parts

A

Gestalt

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53
Q

behaviorism is not adequate explanation of human behavior; humans think, believe, are creative

A

Cognitivism

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54
Q

behavior is a result of unconscious conflicts, repression, defense mechanisms

A

Psychoanalysis

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55
Q

looks at people as wholes; humans have free will; psychologists should study mentally healthy people, not just mentally ill/maladjusted ones

A

Humanism

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56
Q

human behavior must be considered within the context of complex systems

A

Systems psychology

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57
Q

psychodynamic theorist; inferiority complex

A

Adler

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58
Q

trait theorist; functional autonomy; idiographic vs. nomothetic

A

Allport

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59
Q

trait theorist who used factor analysis to study personality; fluid vs. crystallized intelligence

A

Cattell

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60
Q

psychoanalytic concepts within a behaviorist framework; approach-avoidance conflicts

A

Dollard and Miller

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61
Q

trait theorist who proposed two main dimensions: introversion-extroversion and emotional stability-neuroticism

A

Eysenck

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62
Q

psychodynamic theorist who suggested there were three ways to relate to others: moving toward, moving against, and moving away from

A

Horney

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63
Q

psychodyanmic theorist; personal unconscious vs. collective unconscious; archetypes

A

Jung

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64
Q

individual as a scientist

A

Kelly

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65
Q

phenomenological personality theorist who developed field theory

A

Lewin

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66
Q

phenomenological personality theorist know for hierarchy of needs and self-actualization

A

Maslow

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67
Q

need for achievement

A

McClelland

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68
Q

critic of trait theories

A

Mischel

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69
Q

studied locus of control

A

Rotter

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70
Q

attempted to relate body type (somatotype) to personality type

A

Sheldon

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71
Q

field dependence using rod-and-frame test

A

Witkin

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72
Q

cognitive behavior therapist known for theory for depression

A

Beck

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73
Q

rational-emotive therapy

A

Ellis

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74
Q

developed system to classify mental disorders

A

Kraepelin

75
Q

client-centered therapy; unconditional positive regard

A

Rogers

76
Q

complex perceptual, cognitive, and behavioral processes

A

cerebral cortex

77
Q

movement

A

basil ganglia

78
Q

emotion and memory

A

limbic system

79
Q

sensory relay station

A

thalamus

80
Q

hunger and thirst, emotion

A

hypothalamus

81
Q

sensorimotor reflexes

A

inferior and superior colliculi

82
Q

refined motor movements

A

cerbellum

83
Q

vital functioning

A

medulla oblongata

84
Q

arousal, alertness, and attention

A

reticular formation

85
Q

hunger center; lesions lead to aphagia (lacking hunger)

A

lateral hypothalamus

86
Q

satiety center; lesions lead to hyperphagia (very hungry)

A

ventromedial hypothalamus

87
Q

sexual activity; lesions lead to inhibition of sexual arousal

A

anterior hypothalamus

88
Q

pleasure center identified by Olds and Millner; inhibits aggression

A

septal nuclei

89
Q

defensive and aggressive behavior; studied by Kluver and Bucy

A

Amygdala

90
Q

memory

A

Hippocampus

91
Q

letters, word; language related sounds, speech, writing, arithmetic, complex voluntary movement

A

dominant hemisphere

92
Q

faces, music, emotions, creativity, sense of direction

A

nondominant hemisphere

93
Q

voluntary muscle control; Alzheimer’s disease

A

Acetylcholine

94
Q

fight or flight responses

A

Epinephrine (adrenaline)

95
Q

wakefulness and alertness; depression and mania

A

Norepinephrine (noradrenaline)

96
Q

smooth movements and steady posture; schizophrenia and Parkinson’s disease

A

Dopamine

97
Q

mood, sleep, eating, dreaming; depression and mania

A

Serotonin

98
Q

brain “stabilizer”; anxiety disordes

A

GABA

99
Q

natural pain killer

A

Endorphin

100
Q

Benzodiazepines

A

reduces anxiety

101
Q

barbiturates

A

sedatives

102
Q

amphetamines

A

narcolepsy

103
Q

tricyclics and MAO inhibitors

A

depression

104
Q

methylphenidate (Ritalin)

A

ADHD

105
Q

chlorpromazine (Thorazine)

A

schizophrenia

106
Q

Haloperidol (Haldol)

A

schizophrenia

107
Q

Lithium

A

Bipolar

108
Q

identified parts of the brain associated with producing language

A

Broca

109
Q

studied flight or flight; investigated homeostatis

A

Cannon

110
Q

demonstrated simple learning behavior is sea snails

A

Kandel

111
Q

studied how brain damage leads to impairment in sensory, motor, and language functions

A

Luria

112
Q

used electrodes and electrical stimulation to map the brain

A

Penfield

113
Q

identified part of the brain associated with understanding spoken language

A

Wernicke

114
Q

caused by the regeneration of rhodopsin

A

dark adaptation

115
Q

three types of color receptors

A

Young and Helmholtz (trichromatic)

116
Q

three opposing pairs

A

Hering (opponent process)

117
Q

traveling wave theory of pitch

A

Bekesy

118
Q

developed a list of depth cues

A

Berkeley

119
Q

proposed filter theory of attention

A

Broadbent

120
Q

developed the visual cliff

A

Gibson, E. and Walk

121
Q

texture gradiants

A

Gibson, J.

122
Q

developed place-resonance theory of pitch

A

Helmholtz

123
Q

feature detection in visual cortex

A

Hubel and Wiesel

124
Q

theory of isomorphism; insight in problem solving

A

Kohler

125
Q

gate theory of pain

A

Melzack and Wall

126
Q

refined ROC curve in signal detection

A

Swets

127
Q

proposed volley theory of pitch

A

Wever and Bray

128
Q

size constancy depends on apparent distance

A

Emmert’s law

129
Q

instinctual drift

A

Breland and Breland

130
Q

studied taste-aversion learning

A

Garcia

131
Q

developed principles of operant conditioning

A

Skinner

132
Q

proposed law of effect; puzzle boxes to study problem solving in cats; trial and error learning

A

Thorndike

133
Q

introduced experimental methods into field situations

A

Tinbergen

134
Q

studied communication in honeybees

A

von Frisch

135
Q

developed systematic desensitization to eliminate phobias

A

Wolp

136
Q

behavior will be reinforced after a fixed number of responses (piecework)

A

Fixed-ratio

137
Q

behavior will be reinforced after a varying number of responses (slot machines)

A

Variable-ratio

138
Q

behavior will be reinforced for the first response after a fixed period of time has elapsed since the last reinforcement (going to the office to pick up bimonthly paycheck)

A

Fixed-interval

139
Q

behavior will be reinforced for the first response after a varying period has elapsed since the last reinforcement (parent responding to crying child [from child’s perspective])

A

Variable-interval

140
Q

investigated the role of schemata in memory; memory is largely reconstructive

A

Bartlett

141
Q

spreading activation model of semantic memory

A

Collins and Loftus

142
Q

levels-of-processing theory of memory

A

Craik and Lockhart

143
Q

studied memory using nonsense words and the method of savings; developed the forgetting curve

A

Ebbinghaus

144
Q

theory of multiple intelligences

A

Gardner

145
Q

devised divergent thinking to test creativity

A

Guilford

146
Q

investigated heuristics in decision making

A

Kahneman and Tversky

147
Q

studied eyewitness testimony

A

Loftus

148
Q

water-jar problem to study effects of mental sets

A

Luchins

149
Q

found support for gender differences in verbal abilities

A

Maccoby and Jacklin

150
Q

parallel distributed processing theory

A

McClelland and Rumelhart

151
Q

found capacity for short-term memory is seven (plus or minus two)

A

Miller

152
Q

dual-code hypothesis

A

Paivio

153
Q

semantic feature-comparison model

A

Smith, Shoben, and Rips

154
Q

individual differences in intelligence were largely due to differences in amount of a general factor and a specific factor

A

Spearman

155
Q

studied capacity of sensory memory using partial-report method

A

Sperling

156
Q

proposed triarchic theory that divides intelligence into three types: componential, experiential, and contextual

A

Sternberg

157
Q

used factor analysis to study primary mental abilities

A

Thurstone

158
Q

hypothesized that language determines how reality is perceived

A

Whorf

159
Q

does the test measure various facets of the subject?

A

Content validity

160
Q

does the test look like it measures knowledge of the subject?

A

Face validity

161
Q

does a written driving test indicate performance on the subsequent road test?

A

Criterion and Concurrent validity

162
Q

does test performance predict future success as a history major?

A

Predictive validity

163
Q

is test performance correlated with performance on a test measuring a theoretically related variable?

A

Construct and Convergent validity

164
Q

is test performance not correlated with performance on a test measuring a theoretically related variable?

A

Discriminate validity

165
Q

names (political affiliation)

A

Nominal/categorical

166
Q

ranks (order of finish in horse race)

A

Ordinal

167
Q

equal intervals (temperature); addition/subtraction

A

Interval

168
Q

equal intervals + true zero point (income); add/subtract/multiply/divide

A

Ratio

169
Q

introduced the concept of mental age

A

Binet and Simon

170
Q

developed the RIASEC model of occupational themes

A

Holland

171
Q

suggested that there were genetically based racial differences in IQ

A

Jensen

172
Q

developed the Thematic Apperception Test (TAT); projective test designed to measure personality

A

Morgan and Murray

173
Q

developed sentence completion test; projective test to measure personality

A

Rotter

174
Q

developed the concept of ratio IQ

A

Stern

175
Q

revised Binet-Simon IQ test

A

Terman

176
Q

awareness of emotion reflects our physiological arousal and our cognitive experience of emotion

A

Cannon-Bard

177
Q

people become aware of their emotions after they notice their physiological reactions to some external event

A

James-Lang

178
Q

subjective experience of emotion is based on the interaction between changes in physiological arousal and cognitive interpretation of that arousal

A

Schachter and Singer (two-factor theory)

179
Q

executive functioning

A

frontal lobe

180
Q

hearing

A

temporal lobe

181
Q

touch, temperature, and pain

A

parietal lobe

182
Q

vision

A

occipital lobe

183
Q

latent learning (knowledge only becomes clear when given an incentive to show it)

A

Tolman

GRE Psych (9 decks)

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