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Intro to Psychology > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

basic research

A

attempt to understand the fundamental principles that govern behavior and mind

  • academic
  • usually with healthy people
  • understand how/why
  • NOT solve anything
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2
Q

applied psych

A

solving practical problems by changing behavior or altering environment, trying to solve something

  • reseach
  • practice
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3
Q

Applied reseach

A
  • done to discover more effective way to solve specific problem
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4
Q

Applied practice

A

actual application of the techniques to problems

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5
Q

transitional research

A

effort to translate basic findings into practical solutions, basic research –> applied solutions

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6
Q

Applied psych

A

broken down according to problem trying to solve, could be research/practice/both

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7
Q

clinical psych

A

identify, prevent, and relieve distress/dysfunction that has psych origin, type of applied

  • psychiatrist
  • counseling psychologist
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8
Q

daulism

A
  • philosophical position that the mind and body are separate

- Rene Descartes

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9
Q

tabula rasa

A

blank slate, everything you are you learned, you are born with no knowledge
- aristotle and plato

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10
Q

empiricism

A

knowledge arises directly from what we observe and experience
- john locke

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11
Q

structuralism

A

breaking down immediate conscious experience into sensations and feelings (introspection), how things work
- wilhelm wundt and titchener

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12
Q

functionalism

A

must first understand function of behavior/mental process to understand how it works together, physical traits include psych processes, inspired by darwin
- william james

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13
Q

gestalt

A

whole is greater than some of its parts, need to see the big picture

  • wolfgang kohler
  • kurt koffka
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14
Q

psychoanalysis

A

form of psychotherapy, seeks to help clients learn unconscious thought/behavior/motives
- sigmund freud

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15
Q

behaviorism

A

observable behavior should be the only topic of study, ignore conscious

  • John B Watson
  • Skinner
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16
Q

cognitive revolution

A

increase interest in mind, shift from behaviorism, skepticism in behaviorism
- Noam Chomsky

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17
Q

abnormal psych

A

explain how/why unusual patterns develop by examining thoughts/emotions/bio
- depression after trauma

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18
Q

behavioral genetics psych

A

explain individual differences in behavior patterns through genetics
- gene markers of autism

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19
Q

cognitive psych

A

broad, how people process info, attention/perception/memory/problem solving/language/thought
- eye –> image

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20
Q

comparative psych

A

study of behavior of non-human animals to compare to humans ( test on mice)

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21
Q

developmental psych

A

way people develop across lifespan

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22
Q

behavioral neuroscience

A

understand how specific areas of brain/activities produce behavior, processing face linked to brain area

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23
Q

Personality psych

A

individual differences, how/why people act different based on character/traits (extroversion)

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24
Q

social psych

A

how thoughts/actions influenced by social environment (how/why ads work)

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25
Q

consumer behavior

A

understand decisions

  • r = investigate ad effectiveness
  • p= design labels to increase interest
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26
Q

educational psych

A

learning outcomes, increase learning outcomes

  • r = test online to increase understanding
  • p = design textbook to increase learning
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27
Q

forensic and legal

A

in legal system

  • r = investigate accuracy of witness
  • p = testify that defendant is good to stand trial
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28
Q

human factors

A

design products that increase usefulness

  • r = study what burner used more
  • p = design product with audience in mind
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29
Q

health psych

A

increase health with psych application

  • r = understand effects of stress
  • p = develop campaign to decrease stress at work
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30
Q

industrial/organizational psych

A

help increase performance

  • r = determine what stress causes leave
  • p = help increase management training
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31
Q

political psych

A

understanding psych role in policy

  • r = how demographics vote
  • p = use r to decide where to campaign
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32
Q

school psych

A

students’ experience, use psych to increase academics

  • r= how to prevent absences
  • p = meet with parents to manage angry children
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33
Q

boulder model

A

scientist and practitioner, bother researcher in clinician/practice, usually PhD

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34
Q

veil model

A

scholar and practitioner, emphasis on clinical training/practice, PSYD

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35
Q

Steps of theory/data cycle

A
  • revision, scientific method, as you gain more data you object the theory
  • theory –> research Q –> research design –> hypothesis –> support or revision
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36
Q

Good theory

A
  • supported by data
  • consistent with itself and other theories
  • falsifiable
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37
Q

Publication/peer review process

A
  • very rigorous
  • rarely accepted first try
  • journal –> editor –> 2-5 expert of field
  • takes 2 months - 2 years
  • make sure information if quality and correct
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38
Q

How science journalism can get story wrong

A
  • research -> research institution of university/university PR-> PR gets in touch with news-> internet -> cable news-> local new -> public
  • lots of steps
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39
Q

why research is better than other sources

A
  • based on research rather than experience
  • experience in confounded
  • research is probabilistic
  • experience has no comparison group
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40
Q

How intuition is biased

A
  • being swayed by a good story
  • persuaded by what easily comes to mind
  • failure to think about what we cannot see
  • focusing on evidence we like (confirmation bias)
  • being biased about being biased
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41
Q

Research article parts

A
  • abstract
  • intro
  • methods
  • results
  • discussion
  • references
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42
Q

Types of peer reviewed articles

A
  • empirical

- review

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43
Q

Empirical PR

A

report the method and results for NEW research studies

- have research article parts

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44
Q

Review PR

A

summarizes all of the studies done in field to form a conclusion, qualitative
- meta analysis = effects size/magnitude quantitative, takes round numbers and looks at effects, combines all data from studies again

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45
Q

Why scientists not objective in designing experiments

A

because each person has there own individual values and beliefs about how the world should be
- these determine what we do and how we do it

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46
Q

descriptive experimental design

A

nonexperimental, describe and predict behavior and mental processes

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47
Q

quasi-experimental

A

use already created group/sometimes can’t randomly sign/groups are not randomly assigned

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48
Q

experimental designs

A

only study that can determine causal relationship between variables

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49
Q

variables

A

any event/behavior that varies, must have at least two possible values

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50
Q

independent variable

A

what are manipulated, aka factors

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51
Q

dependent variable

A

what is measured

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52
Q

levels of IV

A

all values of independent variable being tested (treatments/conditions)

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53
Q

operational definitions

A

how exactly we measure dependent variables, decide beforehand what count as trait

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54
Q

Key aspects of experiment

A
  • manipulation
  • randomization
  • control
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55
Q

Manipulation

A
  • treatment groups
  • simplest experiment has two group
    1. experimental
    2. control
    -
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56
Q

Randomization

A

how we decide groups, population -> random selection -> sample -> random assign -> either experimental or control group

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57
Q

control

A

want to control confounding variables so they don’t affect dependent variable
- specific for each experiment

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58
Q

control group

A

not manipulated

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59
Q

experimental/treatment group

A

independent variable is manipulated

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60
Q

Placebos

A

substance/treatment given to control group that should have no effect
- help see real effect of treatment

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61
Q

extraneous/confounding variables

A

other variables not IV that could affect results

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62
Q

random selection

A

taken from population, creates sample group

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63
Q

random assignment

A

taken from sample, try to create roughly equal groups, distribute variable evenly, done using chance procedures, everyone has an equal chance to participate

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64
Q

types of descriptive studies

A
  • naturalistic observation
  • case study
  • survey
  • correlation study
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65
Q

naturalistic observation

A

look at environment to observe behaviors

  • strength: realistic setting
  • W =only describe, not private/rare events, absorb observer bias, poor control
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66
Q

case study

A

intensive examination of a specific person/situation

  • S = very detailed, rare/private for normal
  • W = may not be representative, can’t determine causation
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67
Q

Survey

A

questionnaires or interviews given to many people

  • S = lots of data, fast, inexpensive
  • W = question wording, response bias/social desirability bias, sampling errors/biased, convenience
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68
Q

correlation study

A

relationship between 2+ variables and determine strength of relationship

  • S = contest predictions, evaluate theories, and suggest new hypothesis, useful and cannot manipulate variables
  • W = correlation is not causation
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69
Q

Correlations

A
  • positive (increase one increase the other)
  • negative (increase one decrease other)
  • 0 (no predicted value)
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70
Q

R values

A

correlation coefficient

  • sign = direction of relationship
  • number = strength of relationship
  • between negative one and positive one
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71
Q

third variables in correlations

A

other variable that influences

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72
Q

reverse causation

A

can go either way, both effect each other

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73
Q

reciprocal causation

A

can affect environment and be affected by environment

74
Q

reliability

A

get same results when measure same seeing the same way

75
Q

viability

A

the degree that test accurately measures, accuracy

  • internal
  • external
76
Q

internal viability

A

how only the independent variable influences dependent variable, trust that IV caused the DV to change, experiments not confounded

77
Q

external viability

A

generalizability of results, consistent in real world

78
Q

descriptive stats

A

mean, median mode (central tendancy)

- variability (range, STDEV, variance)

79
Q

mean

A

average, skewed by outliers, used most

80
Q

median/central tendency

A

middle point

  • total/2
  • one number represents score set
81
Q

range

A

subtract lowest from highest

82
Q

STDEV

A

how much spread there is between points and average

- how close measures are to average

83
Q

variance

A

STDEV ^2

84
Q

inferential stats

A

make judgement with data

- stats makes 5% bet that is is wrong/chance, rare

85
Q

5% rule/p-value

A

if it’s 0.05 it is statistically different

86
Q

5 principles of ethics

A 
A = beneficence and nonmaleficence
B = fidelity and responsibility
C = integrity
D = justice
E = respect for people's rights and dignity
87
Q

informed consent

A

participants given information about the risks and benefits or the research so they can decide whether to participate in an informed manner

88
Q

deception

A

true nature not revealed until after it’s over, millgram, can be used to a point but needs debriefing

89
Q

debriefing

A

post experimental process of revealing all aspects/nature

90
Q

Major study in history that breached ethical standards

A

tuskegee syphilis study, participants were not treated respectfully, participants were harmed by not being told penicillin was a treatment, the participants were a targeted disadvantaged social group

91
Q

Replication crisis

A

1/2 - 3/4 of studies are hard to replicate

  • 50-75% studies are not repeated
  • big problem and caused distrust in the field
92
Q

Replication

A

repetition of findings previously presented or published

  • exact/direct
  • conceptual
93
Q

Exact/direct replication

A

scientist tries to replicate using exactly the same as original

94
Q

Conceptual replication

A

provide support for theory/hypothesis but not exactly the same process/measure

95
Q

reasons for non-replication in psych

A
  • fabricated/falsified data
  • sample size
  • culturally and generationally specific
  • poor replication quality
96
Q

How to fix replication crisis

A
  • replicate and share results

- study -> replicate 1 -> publish and dissemination 1 -> publish and dissemination 2 -> publish and dissemination 3

97
Q

open science

A
  • open data
  • open source
  • open access
  • open methodology
  • open peer review
  • open education resources
98
Q

File drawer problem

A

most studies show positive effect, studies that show neg/no results do not get published, bias that studies that show effect get published

99
Q

Structure of nuron

A
  • dendrites = receive
  • soma = cell body
  • nucleus = center of soma, DNA/nucleic acid
  • axon = length depends on purpose
  • ap
  • synapse
  • myelin sheath = insulator, increase speed and efficiency
  • nodes of ranvier = increase speed, break in myelin, regenerate ap
100
Q

Functional class of neurons

A
  • motor = CNS -> PNS
  • sensory = PNS -> CNS
  • interneuron
101
Q

Structural class of neurons

A
  • multi polar neuron
  • bipolar neuron
  • unipolar
102
Q

Multipolar neuron

A
  • most common
  • can carry sensory and motor info
  • can cause muscles to contraction
  • 1 axon with multiple different dendrites
103
Q

Bipolar neurons

A
  • rare
  • found with sensory perception in the eye and ear
  • in retina
  • 1 axon and 1 dendrite
  • close to surface
  • pass in one direction
104
Q

unipolar neurons

A
  • one action
  • small section of dendrites
  • most of body sensory neurons
  • 1 process from cell body
  • whole thing considered axon
105
Q

Resting membrane potential

A
  • -70mV
  • more negative inside cell
  • three sodium ions leave the cell and 2 potassium ions enter
106
Q

Neurons are polarized

A

at resting state, -70, more negative inside cell

107
Q

How ions separated

A

by phospholipid bilayer, there is more potassium inside the cell and more chloride and sodium outside

108
Q

What pressures act on ions

A
  • diffusion

- electrostatic pressure

109
Q

Gated channels

A

normally closed

  • open in response to specific stimuli
  • ligand gated
  • voltage gated
110
Q

ligand gated channels

A

closed at rest, has binding site, opens when ligand binds with receptor

111
Q

voltage gated channels

A

opens when electrical potential across membrane is altered

112
Q

metabolictropic receptors

A
  • receptor types that take longer to kick in but lasts longer
  • work by activating G protein/second messengers
  • either alter the opening of G protein gated ion channel for stimulating affecter enzyme they either synthesizes or breaks down a second messenger
113
Q

ionotropic receptors

A

different types allow different flow, ligand gated, faster but don’t last as long

114
Q

how ap initiated

A
  • neurons receive chemical messages from dendrites and bind to ligand gated channels -> change in charge
  • if charge is strong enough it produces an ap
  • neuron must become more positive to reach threshold
  • sodium enters cell
115
Q

Spatial summation

A

NT linger, charge builds up, see repeated messages

116
Q

temporal summation

A

enough positive charge to create negative -55mV -> fire

117
Q

hyperpolarization

A

more IPSP then EPSP

- decreases membrane potential further away from threshold charges further apart

118
Q

depolarization

A

increases membrane potential toward neutrality and approach threshold
- more EPSP than IPSP

119
Q

threshold of excitation

A
  • 55mV

- potassium leaves cell by diffusion

120
Q

ions/channels involved in ap generation

A
  • sodium channels and potassium channels

- potassium, chloride, sodium, animo

121
Q

refractory period

A

sodium ions channels close

  • neuron cannot fire right away
  • happens because neuron is too negative and has to reach resting potential
122
Q

myelin

A

insulate the axon and speed up process

123
Q

nodes of ranvier

A

where ap regenerates with ion channels

124
Q

saltatory conduction

A

when the ap skips the nodes of ranvier to next nodes of ranvier

125
Q

parts of synapse

A
  • vesicle = store/carry NT
  • synaptic gap = space in between dendrite and axon term
  • receptor
  • NT
  • presynaptic terminal button
  • post synaptic spine
126
Q

Neuromuscular junction

A

synapse between a neuron and a muscle cell

127
Q

steps of NT

A
  1. synthesis = neurons produce chems for NT
  2. storage/transport - neurons store NT in vesicles, some need to be transported down axon
  3. ap
  4. release = ap triggers release of NT into synaptic cleft
  5. receptor binding = NT cross cleft and attach to receptor on postsynaptic
  6. inactivation = reuptake, diffuse away, inactivated by enzymes
128
Q

Classes of NT

A
  • amino acids
  • monoamines
  • acetycholine
129
Q

amino acids

A 
glutamate = excitatory
GABA = inhibitory
130
Q

monoamines

A
  • dopamine (reward, movement)
  • norepinephrine (hunger, alertness)
  • serotonin (mood/sleep)
131
Q

acetycholine

A

learning, memory, muscle contraction

132
Q

Glutamate

A

increase CNS activity

  • too much = epilepsy
  • stim by hallucinogenics
133
Q

GABA

A

decrease in CNS activity

  • too little = epilepsy
  • stim by alcohol
134
Q

types of glial cells

A
  • microglia
  • astrocytes
  • oligodendrocytes
135
Q

microglia

A

brains immune cells, access figure sites, clean up neurons

136
Q

astrocytes

A

provide nutrients, uptake of NT, regulate B flow and B brain barrier by wrapping around BV

137
Q

oligodendrocytes

A

in CNS

- Schwann in PNS

138
Q

CNS

A

brain and sc

139
Q

PNS

A

everything else

  • somatic
  • autonomic
    a. sympathetic
    b. parasympathetic
140
Q

Somatic

A
  • voluntary
  • motor and sensory neurons
  • external environment information
  • goal = voluntary motor control
141
Q

autonomic

A
  • involuntary
  • internal organ/environment
  • smooth/cardiac muscle
  • organs/glands
    a. sympathetic
    b. parasympathetic
142
Q

sympathetic

A

fight or flight

143
Q

parasympathetic

A

rest and digest

144
Q

gray matter

A

cell bodies, outside, soma with no myelin

145
Q

white matter

A

myelinated axons

146
Q

brain has __ cerebral hemispheres

A

2

147
Q

commissures

A
  • white matter tracks connecting hemispheres

- allow communication between lateralized areas

148
Q

corpus callosum

A
  • largest commissures

- bridge between hemispheres

149
Q

forebrain

A
  • evolutionarily
  • newest
  • voluntary
  • process most comples
150
Q

midbrain

A
  • substantia nigra

- VTA (motivation, reward, addiction)

151
Q

hindbrain

A
  • oldest
  • mid + hind = brainstem
  • perform primitive/life necessary functions
  • priority when starving
152
Q

4 lobes of brain

A
  • frontal
  • parietal
  • occipital
  • temporal
153
Q

Frontal lobe

A
  • motor
  • executive functions
  • personality, decision/plan/perform
154
Q

parietal

A
  • sensory info

- integrate info from senses

155
Q

occipital

A

visual

156
Q

temporal

A

memory/emotion/auditory

157
Q

prefrontal cortex

A
  • control executive function
  • high order mental processes
  • control over some more primitive brain areas to guide behavior
  • last to fully develop @ 20
  • important in addiction
158
Q

Limbic system regions

A
  • amygdala
  • hypothalamus
  • hippocampus
159
Q

amygdala

A

regulate emotion, fear

160
Q

hypothalamus

A

control autonomic NS and endocrine system

161
Q

hippocampus

A

learning, memory, emotions

162
Q

Basal ganglia function

A

motor control, nigrostriatal dopamine pathwat

163
Q

2 major dopaminergic pathways

A
  • nigrostriatal = substantia nigra -> dop -> stiatum

- VTA -> dop -> nucleus accumbens

164
Q

Thalamus

A

process and relay stations, motor info, re-routes info

165
Q

hypothalamus

A

controls autonomic NS and endocrine, controls basic drive, stress response

166
Q

HPA axis

A

hypothalamus -> pituitary -> adrenal glands release cortisol and trigger stress response

167
Q

raphe nuclei

A

make serotonin, mood and sleep

168
Q

locus coeruleus

A

noradrenalin (norepinephrine)

169
Q

hindbrain

A
  • essential for life
  • medulla
  • pons
  • cerebellum
170
Q

medulla

A
  • HR
  • breathing
  • can sense toxins
  • BP
171
Q

pons

A
  • bulb
  • control sleep/wakefulness
  • reticular activating system
172
Q

cerebellum

A
  • little brain
  • lots of cells
  • motor control *fine
  • coordination
  • balance
  • some cognitive
173
Q

phrenology

A

structure of skull determines character and mental capacity

174
Q

lateralization of brain

A
  • L hem = language, receive info/controls R side of body

- R hem = nonverbal info/visual recognition/emotion/perception, receives info/controls L side of body

175
Q

Split brain

A
  • corpus collosum cut

- can see and say what if from R eye but not from L because info can’t cross

176
Q

fMRI

A

can see what area of the brain is most active, detects change in cerebral B flow, functional

177
Q

PET

A
  1. what area of brain have more NT receptor and transporters, injected with radioactively tagged mlc that binds
  2. can measure brain activity, injected with FDG with radiolabeled
178
Q

EEG

A

pick up electro activity from cortex/scalp, senses brain waves, picks up electrical potential, bad for spacial

179
Q

3 levels of analysis in psych

A
  • biological
  • individual
  • social
180
Q

biological analysis

A

memory as brain structure (neuroanatomy)/neurochemical (NT)/gene (hereditory)

181
Q

individual analysis

A

perception, cognition, behavior, individual differences

182
Q

social analysis

A

cultural, interpersonal (groups relationship)

Intro to Psychology (3 decks)

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