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Psychology 111 Exam 1 > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Clever Hans

A

A horse who was claimed to perform arithmetic tests but really was just watching the reaction of his trainer

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2
Q

Process of a scientific study

A

Theory, Research Questions, Research Designs, Hypothesis, Data

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3
Q

Theory

A

A proposal of how things work together

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4
Q

Research Questions

A

Questions that needs to be answered to determine if theory is correct

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5
Q

Research Designs

A

A set of method investigating these questions

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6
Q

Hypothesis

A

A specific prediction about what will happen in the context of the research design

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7
Q

Operationalize

A

Translate the variable we want to assess into quantifiable measurements

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8
Q

Correlation

A

Insight into relationship between two variables, runs from -1 to 1

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9
Q

Third variable

A

Usually hidden variable causing a correlation between two variables

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10
Q

Key parts of an experiment

A

Manipulation, Measurements, Control of extraneous factors, Randomization/Random assignment

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11
Q

Manipulation

A

The variable we change between conditions

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12
Q

Control of extraneous factors

A

Control

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13
Q

Measurements

A

Operationalize and measure

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14
Q

Randomization/Random Assignments

A

Randomly assignment

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15
Q

Strengths of Correlation

A

Widely applicable, naturalistic

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16
Q

Weakness of Correlation

A

The directionality problem –> cannot infer causation

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17
Q

Strengths of Experiments

A

Can infer causation

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18
Q

Weakness of Experiments

A

Not widely applicable, artificial

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19
Q

Induction

A

Drawing conclusions from specific observations

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20
Q

Key cornerstones of psychology

A

Accuracy, consistency, scope, simplicity, fruitfulness

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21
Q

Falsifibility

A

The idea that if something was scientific, it would be able to be proven false

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22
Q

Studies never ____ hypothesis it only ____

A

prove, support

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23
Q

Inductive reasoning

A

Taking current observations and drawing conclusion from it

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24
Q

Deductive reasoning

A

Taking a conclusion or general principles and applying to specific circumstances

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25
Q

Level of Analysis

A

A single phenomenon can be explained at different levels simultaneously

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26
Q

Generating Causality

A

Science that is systematic, testable, and generates reliable data allows us to determine causality and generalize our conclusions

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27
Q

Constructivism

A

knowledge is constructed through an interaction of what we already know and what we experience.

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28
Q

Schema

A

principles through which we understand the world

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29
Q

Sensorimotor

A

age 0-2 interaction with the physical world, the here and now, object permanence, the hidden task hiding an object underneath sheets and asking babies to search for it

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30
Q

Preoperational

A

Age 2- 6. Use of symbolic languages, imagination and language, still struggling to understand multiple schemas and mentally manipulate them, the conservation task with babies not being able to manipulate water volume in their heads

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31
Q

The Concrete Operational Stage

A

Age 6-12. Begin to think logically about concrete events
Begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example
Thinking becomes more logical and organized, but still very concrete
Begin using inductive logic, or reasoning from specific information to a general principle

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32
Q

The Formal Operational Stage

A

12-adult hood Begins to think abstractly and reason about hypothetical problems
Begins to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning. Begins to use deductive logic, or reasoning from a general principle to specific information. May need formal education to reach this stage.

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33
Q

Egocentrism

A

Pre operational stage, only understand the world from their perspective

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34
Q

Hill task

A

Researcher spins the hill and ask the child what the researcher now sees, child only answers with what they see

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35
Q

Hide and seek

A

Hiding themselves only

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36
Q

False Belief Task

A

They can’t appreciate that their knowledge is different from someone else’s. If sally hides the ball, she assumes the other kid will know where it is

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37
Q

Habituation method

A

Getting bored after being shown the same stimulus leads to decreased response with repeated exposure to stimulus. The baby will then dishabituate when greeted with violation of expectation in experiments. This would lead to increase in physiological response as a result

38
Q

Puppet and babies

A

Using habituation method, it is shown that babies can understand numbers

39
Q

Dishabituate

A

Increase in physiological response based on violation of expectation

40
Q

Theory of mind

A

The ability to attribute mental states to oneself and understanding that others can have different mental states. Habituation shows understanding of intention at 6 months
Behavioral studies show understanding of preference at 18 months.

41
Q

Core knowledge

A

perhaps we come into the world with biases

42
Q

Vygosty vs Piaget

A

Vygotsy saw children as apprentices while Piaget saw children as explorers/scientists.

43
Q

Is childhood development more quantitative (progressive) or qualitative (stages)

A

Diamond in 1985 found that with the object permanence task at 6 months, infants show knowledge if waiting time is shorter.
Early infant shows surprise.
At 6 months the waiting time is 2 seconds.
At 7 months the waiting time is 4 seconds.

44
Q

The cat dog experiment

A

A cat is put with a dog mask, demonstration of pre operational stage. 3-6 year olds were fooled while 6 year olds were not.

45
Q

Stage theory

A

Belief that children develop in stages

46
Q

Sociocultural theory

A

Lev Vygosty, how how other people and the attitudes, values, and beliefs of surrounding culture influence children’s development

47
Q

Information processing theories

A

David Klahr examines the mental processes that produce thinking at any one time and the transition process that leads to growth in thinking

48
Q

Two built in biases that we are born into the world with

A

Biases for face as seen in ping pong paddles experiment and biases for mother’s voice or similar patterns of speech

49
Q

why connect to a caregiver

A

physical and psychological needs

50
Q

Deprivation of a caregiver

A

Deprivation of a care giver can have severe effects, detriments to IQ, motor, and thinking

51
Q

Stress test/strange situation test

A

The parent and kid are alone in the room
Enter a stranger
Parent leaves infant and stranger alone
Stranger leaves infant is left alone
Stranger returns
Parent returns and stranger leaves

52
Q

Three measurements

A

Secure base: How does the infant react to an unfamiliar situation if the attachment figure is present
Separation: How does the infant react when separated from the attachment figure
Reunion: How does the infant react when reunited with the attachment figure after separation?

53
Q

Secure babies

A

70% of babies
Secure base: explore when mother is present
Seperation: upset when mother leaves
Reunion: calms down and greets parents when they come back

54
Q

Insecure Resistant

A

10% of babies
Secure based: reluctant to explore, anxious
Separation: very upset when mother leaves
Reunion: continues to be upset when mother returns and may seek but reject contact

55
Q

Insecure avoidant

A

20% of babies
Secure base: uninterested in exploring the strange environment
Seperation: shows little distress
Reunion: shows little interest when mother returns

56
Q

Can responsiveness be taught?

A

Securely attached babies are more responsive and insecure babies are less responsive.

Looking time of responsive and unresponsive care giver is based on the opposite of their respective attachment types; insecure babies look at responsive caregivers more while secure babies look at unresponsive caregivers more.

57
Q

Caregivers

A

Emotional attachment to caregivers satisfy their basic needs

58
Q

Bowlby’s theory

A

The attachment behavioural system was gradually designed by natural selection to regulate proximity to an attachment figure.
When the attachment figure is perceived to be more responsive, the child is more likely to explore the environment, play with others and be more sociable.
When the attachment figure is perceived to be less responsive, the child experiences anxiety, and is behaviourally likely to exhibit attachment behaviours ranging from simple visual searching on the low extreme to active searching, following, and vocal signalling on the others – This continues until the attachment figures respond positively or until the child gives up

59
Q

Important of Ainsoworth’s strange situation test

A

Provided empirical demonstrations of how attachment behaviour is organized in unfamiliar contexts
Provided the first empirical taxonomy of individual differences in infant attachment patterns
Individual differences were correlated with infant parent interactions in the home during the first year of life

60
Q

Van De Boom’s experiment:

A

One control group while another received training to be more responsive
Parents in control group rated infants as less responsive and attentive in their interaction with infants, leading to “worse” infants
Parents in intervention groups were more attentive and rated infants as more sociable, self soothing, and more likely to explore the environment.

61
Q

Erickson’s Theory

A

In each stage of life, there is a psychological struggle or crisis.
How we manage this crisis leads to ego strengths or weaknesses.
Failure/success becomes cumulative.

62
Q

Erickson’s Theory’s eight psychosocial stages

A

Trust vs mistrust 0-2
Autonomy vs shame and doubt 2-4
- Do I have control over myself
initiative vs Guilt 4-6
- Can I make things happen effectively
Industry vs inferiority 6-12
- Do I measure up
Identity vs role confusion 12-early 20s
- Who am I
Intimacy vs isolation 20s-40s
- Can I love and be loved in return
Generativity vs stagnation 40s-60s
- Will I create something that will outlast me
Integrity vs despair 60-80s
- Did I have the life I really wanted

63
Q

Challenge to Erickson’s Theory

A

Identity crises, issues of industry, generativity, and so on are not limited to one stage or age.
Erikson’s stages do not occur in the same sequence for everyone.
Modern life may be lengthening certain stages or creating new stages.

64
Q

Tools for studying changes

A

Cross sectional studies
- Testing different age groups, creating samples from these age groups
- Unable to test casual effects
Longitudinal studies
- Test the same group different times throughout a long period of time
- Suffers from cohort effect, the generation suffering from the same events leading to inaccurate results
- Randomizing will only solve in group biased but not cohort bias

65
Q

Negative changes surrounding aging

A

Cognitive functioning
Socioemotional function → friend group dies off (literally lol)
Physical functioning

66
Q

Positive changes surrounding aging

A

More skillful use of many cognitive functions.
Happiness → Positive emotions at age
People become more emotionally stable as they age

67
Q

Socioeconomic Selectivity Theory

A

The older we get the more we think about
- how much time do we have left
- Younger people focus on the future versus older people focus on the present
- Our emotions get more positive
- We live in the moment

68
Q

Crystalized Knowledge

A

Skills that improve with age, such as vocabulary tests, solving problems, or understanding texts.

69
Q

Fluid Knowledge

A

Cognitive function that becomes worse with age, working memory, logical reasoning, reaction time.

Working memory become less efficient Processing speed become slower
Ability to focus while eliminating other factors decline with age and explain age differences in cognitive task performance

70
Q

Autobiographical Narratives

A

How individuals uniquely distinguish themselves
These narrative enhance self esteem and guide individuals
In older age, characteristics are often determined by life review and reflections about having live a long life

71
Q

Subjective age

A

Multidimensional construct that indicates how old (or young) a person feels and into which age group a person categorizes him or herself in.
As one gets older after adulthood, the gap between subjective and actual age increases
After age 40, people report feeling 20% younger than their actual age

72
Q

Healthier aging

A

Accepting one’s aging biologically and feeling younger than they are is a sign of healthy aging

73
Q

Carstensen’s Socioemotional Selectivity Theory

A

As we get older, we change our motivation behind socialization, from socializing to gather information to socializing for emotional support

74
Q

Hedonic Well being

A

emotional component of well-being and includes measures of positive and negative effects.

75
Q

6 core dimensions of well being

A

environmental mastery, autonomy, personal growth, purpose in life, positive relations

76
Q

what is personality

A

An individual’s characteristic patterns of thought, emotion, and behavior, together with the biological, psychological, and social mechanisms behind those patterns.

77
Q

Sigmund Freud’s three consciousness

A

Conscious, unconscious, preconscious

78
Q

Sigmund Feud’s unconscious struggle

A

Id - pleasure, Ego - decision maker, Super Ego - what is realistic

79
Q

Freud’s legacy

A

Our feelings, thoughts and behaviors are influenced by external factors.
Early life experiences particularly with caregivers can shape development into adulthood.
The therapeutic value of talking/expression
The mind-body connection: our physical health can be shaped by psychological forces
We experience conflicting motivations and desires, development is a process of managing these conflicts.

80
Q

Delay of gratification

A

At age 4, the delay of gratification is associated with higher SAT scores later on in life.

81
Q

Delay gratification causes

A

reliable vs unreliable, if there is a more secure attachment, we trust the world more and have a delayed gratification – the crayon experiment

82
Q

Factor analysis

A

openness
conscientiousness
extraversion
agreeableness
neuroticism

83
Q

Twin studies

A

shows genetic factors

84
Q

The three

A

Quality of attachment –> delayed gratification –> achievement

85
Q

Factor analysis

A

can we identify different factors that gel together?

86
Q

Criterias that characterize personality traits

A

Consistency - consistent across all situations and behaviours
Stability - stable across time
Individual differences - highly depends on frequency of usage

87
Q

Five factor model founding

A

lexicon founded it

88
Q

subtraits of the big five traits

A

facets

89
Q

how many facets?

A

no widely accepted to be agreed upon, a lot

90
Q

Hans Eyesneck

A

Suggested that extroversion and neuroticism are the two most important – linking with biological reasons such as introverts receive too much stimulus

91
Q

HEXACO model

A

a reversion of the big five traits, adds humility and honesty as the sixth dimensional trait

92
Q

importance of context

A

context will determine a person’s action, therefore, personality becomes hard to measure. One must aggregate behaviours, a refute against trait theorists.

Psychology 111 Exam 1 (1 decks)

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