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Psychology 100 > Exam 1 Review > Flashcards

Exam 1 Review Flashcards

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1
Q

Values

A

personal opinions, positions, beliefs (subjective)

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2
Q

Facts

A

tested and proven information (objective)

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3
Q

Science

A

Search for true info, backed by evidence, facts

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4
Q

Importance of Science

A

science is an approach to learning true info

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5
Q

Goals of Science

A
  • describe
  • predict
  • determine cause
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6
Q

Properties of Science

A
  • empiricism: testable, observable
  • critical thinking: skepticism (careful consideration of info)
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7
Q

Basic principles of critical thinking

A
  • Extraordinary claims need extraordinary evidence
  • Falsifiability
  • Occam’s razor: the simplest solutions are usually the best
    -Replicability
  • Rule out rival hypotheses
  • correlation does not equal causation
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8
Q

Pseudoscience

A
  • a claim that seems scientific but isn’t
  • a claim that’s designed to sound true, but lacks evidence and facts
  • usually meant to persuade, rather than be accurate
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9
Q

Pseudoscience warning signs

A
  • overuse of loopholes/ excuses to avoid falsification
  • lack of self-correction
  • exaggerated claims
  • over-reliance on anecdotes
  • evasion of peer review
  • absence of connectivity
  • psychobabble
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10
Q

Variable

A
  • any attribute which can vary (have 2+ levels)
  • conceptual variable: thing you want to measure (romance, intelligence, anxiety)
  • Measured variable: variable that represents the conceptual variable (IQ test)
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11
Q

Population

A

group you hope to learn something about

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12
Q

Sample

A

subgroup of population to be tested

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13
Q

Experimental Group

A

group that receives manipulation

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14
Q

Control group

A

group does not receive manipulation

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15
Q

Placebo

A

a fake testing condition, people think they’re getting treatment but are not

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16
Q

placebo effect

A

change in behavior due to the subject’s expectation

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17
Q

Blind

A

participant is unaware of the group they’re in

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18
Q

Double-blind

A

the administering researcher is also blind to the condition/group

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19
Q

Blind/ D-Blind controls

A

expectancy effect: unintentional bias from knowledge

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20
Q

Independent variable

A

the thing that is manipulated

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21
Q

dependent variable

A

the thing that is measured

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22
Q

Confound

A

anything other than independent variable that causes a difference between the groups

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23
Q

Random assignment

A

randomly sorting participants into groups; makes sure the groups do not have pre-existing differences that could cause an effect

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24
Q

Reliability

A

the consistency of measurement

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25
Q

validity

A

the extent to which what’s measures is what was supposed to be measured

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26
Q

Internal Validity

A

Does your experiment show what you think it does? (done correctly?)

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27
Q

External validity

A

How well can you generalize your findings beyond your sample/ experiment?

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28
Q

Observational S.D

A

watching behavior, often in a real-world setting
- no manipulation
- records naturally occurring behavior
- includes naturalistic observations

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29
Q

Correlational S.D

A

examines the extent two which variables are associated
- no manipulation
- observe how two variables are related in the world
- correlation doesn’t equal causation

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30
Q

Experimental S.D

A

randomly assigns participants to different groups and manipulates an independent variable
- can make conclusions about the cause of the result

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31
Q

Case Study S.D

A

involving studying just one individual many times

e.g. Genie Wiley

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32
Q

Longitudinal S.D

A

testing the same group of people repeatedly over a long period of time

e.g. effects of smoking on 18 yr olds and testing them again when they’re 25

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33
Q

Behaviorism

A
  • early field of psychology
  • focused on observables (changes in behavior)
  • treated mind as “black box”
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34
Q

Learning

A

Change in thought or behavior resulting from experience

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35
Q

Stimulus

A

anything in the environment to which an organism might react to

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36
Q

Response

A

any behavior resulting from a stimulus

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37
Q

Habituation

A

decrease in reaction to a repeated stimulus (simplest form of learning)

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38
Q

Classical Conditioning

A

a new stimulus begins to elicit the same response as another stimulus when they occur together

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39
Q

Ivan Pavlov

A

UCS: food
CS: bell
UCR: dog salivating to food
CR: dog salivating to bell

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40
Q

UCS, UCR, CS, CR

A

UCS: causes a reflex (unlearnt)
UCR: the reflex (unlearnt)
CS: new thing that predicts UCS (learned)
CR: reflex to new thing (learned)

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41
Q

Pairing

A

learning occurs when the CS is paired reliably w the UCS
- The CS must predict the UCS for learning to occur

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42
Q

What happens when pairing stops?

A

Extinction: the disappearance of the CR, when CS is no longer paired with UCS
- is not same as forgetting

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43
Q

Spontaneous recovery

A

the return of the CR after a delay

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44
Q

What happens when the stimulus (CS) is modified?

A
  • stimulus generalization: when stimuli to the CS elicit a CR (e.g. Little Albert Exp)
  • stimulus discrimination: when stimuli similar to the CS do not elicit a CR
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45
Q

Advertising and higher-order conditioning (why do I care?)

A

advertising conditions consumers to associate a product w positive feelings

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46
Q

Operant Conditioning

A

acquiring behaviors as a result of the outcome or consequence of those behaviors (behaviors result from reinforcement and punishment)

47
Q

OC vs CC

A

OC:
- learning involves voluntary behavior (not reflexes)
- rewards are dependent on the organism’s response
- organism chooses to perform a behavior

48
Q

Thorndike’s Law of Effect

A

If a response, in the presence of a stimulus, is followed by a satisfying state of affairs, the bond between stimulus and response will be strengthened

49
Q

B.F. Skinner

A

Famous behaviorist, developed a highly efficient conditioning chamber called the “skinner box”

50
Q

Positive reinforcement

A

pleasant stimulus is given to increase a behavior

51
Q

Negative reinforcement

A

unpleasant stimulus is removed to increase a behavior

52
Q

Positive punishment

A

unpleasant stimulus is given to decrease a behavior

53
Q

Negative punishment

A

pleasant stimulus is removed to decrease a behavior

54
Q

Partial reinforcement

A

reinforcing behaviors occasionally, rather than always (harder to extinguish)

55
Q

Fixed ratio

A

reinforcement after a fixed number of responses

56
Q

Fixed interval

A

reinforcement after a fixed amount of time

57
Q

Variable ratio

A

reinforcement after a varying number of responses

58
Q

Variable interval

A

reinforcement after a varying amount of time

59
Q

Shaping (OC)

A

rewarding behaviors that come closer and closer to a target behavior

60
Q

Limitations of OC

A
  • what’s reinforcing depends on the individual (SOR psychology)
  • learning often occurs without R or P (latent, insight, observational learning)
61
Q

Observational Learning

A

Learning by watching others (e.g. Bobo Doll; children even invented new ways to attack Bobo)

62
Q

Biological Influences/ Taste aversion

A

conditioned disgust reflex to certain foods after sickness

63
Q

Taste aversion vs CC

A
  • needs only one pairing of CS and UCS
  • CS and UCS can be widely separated in time
  • Can be extremely specific, resistant to generalization
  • Evolutionarily adaptive
64
Q

Taste Aversion in Cancer Treatment

A
  • chemotherapy induces nausea and vomiting
  • many patients develop food aversions
  • treatment involves eating a “scapegoat” food before treatment to avoid aversion to favorite foods
65
Q

Neurons

A
  • Nerve cells specialized for communication
  • 85 billion neurons that form 160 trillion connections
66
Q

Parts of neurons

A
  • cell body: central region
  • dendrites: receive outside signals
  • axon: delivers signals to other cells (underneath myelin sheath)
  • axon terminals: end of axon where signal is released
67
Q

Collectively, neurons

A
  • monitor our internal and external environments
  • control our behavior
  • create our mental experiences
68
Q

Communication between neurons

A
  • electrical signal within the neuron
    (Action Potential: all-or-none electrical impulse that neurons use to communicate [travels down axon].
    Absolute refractory period: recovery time when another AP is not possible)
  • chemical communication between neurons
    (synapse: junction between two communicating neurons.
    Neurotransmitter: chemical signal.
    Synaptic cleft: space between two neurons where neurotransmitter is released)
69
Q

Glial cells

A
  • support cells
  • provide support and nutrients for neurons
  • form myelin
  • form blood-brain barrier (prevents harmful substances from entering the brain)
70
Q

Nervous System

A

-cells of the nervous system
-peripheral NS, central NS

71
Q

Brain

A

Subcortical structures, limbic system and cortex

72
Q

Types of Neurons

A
  • sensory neurons
  • interneurons
  • motor neurons
73
Q

Nervous system

A

how the brain communicates with the body

74
Q

Peripheral NS system

A

somatic NS
Autonomic NS
- (sympathetic)
- (Parasympathetic)
- consists of nerves that connect muscles, organs, and glands to the Central NS

75
Q

Central NS

A
  • Brain
  • Spinal cord
76
Q

Somatic NS

A

Carries signals between the CNS and the muscles in the body that control movement

77
Q

Autonomic NS

A

Carries signals between the CNS and organs/glands that regulate involuntary actions and the body’s internal state

78
Q

Sympathetic NS

A

Readies the body for actions
- increases heart rate, dilates pupils, inhibits digestion
- fight or flight

79
Q

Parasympathetic NS

A

Active during rest
- slows heart and breathing rates, stimulates digestion
- rest and digest

80
Q

Spinal cord

A

Carries sensory information to the brain, and sends motor control commands back to the body
- manages simple reflexes and movements
- serves to increase speed of important reflexes

81
Q

Damage to the Brain

A

Aphasia: loss of ability to understand or express speech, caused by brain damage

82
Q

Brainstem

A

consists of medulla, pons, and midbrain

83
Q

Medulla

A

Helps regulate breathing and heart rates

84
Q

Pons

A

Involved in maintaining balance and walking

85
Q

Midbrain

A

involved in modulation of motor activity

86
Q

Thalamus

A

Directs signals passing between the body and brain, called “relay station of the brain”

87
Q

Cerebellum

A

important for balance, coordination, pre-planned actions, learning motor skills

88
Q

Basal Ganglia

A

used for executing planned actions
- implicated in Parkinson’s disease

89
Q

The limbic system

A

Hypothalamus, amygdala, hippocampus

90
Q

hypothalamus

A

regulates the internal environment of the body by controlling the autonomic NS

91
Q

Amygdala

A

Involved in emotion regulation, and fear

92
Q

Hippocampus

A

Important for memory, especially forming new memories and spatial memory

93
Q

The cortex

A
  • divided into 2 hemispheres
  • contralaterally organized: info from right side of body is process on left side and vice-versa
94
Q

Corpus Callosum:

A

a band of tissues that connects the two hemispheres and allows them to communicate

95
Q

Primary sensory areas

A

primary visual cortex, primary auditory cortex, somatosensory cortex (touch; processing specific sensory input)

96
Q

Motor cortex

A

sends signals to motor neurons, controls motion

97
Q

Association cortex (everything else)

A

integrates sensory info to perform complex functions

98
Q

Topographic organization

A

adjacent portions of cortex control adjacent body parts
(more cortex is devoted to areas with more ability)

99
Q

Cortex separated into 4 lobes

A
  • frontal lobe
  • parietal lobe
  • temporal lobe
  • occipital lobe
100
Q

Frontal Lobe

A

-involved in motion and higher in cognition, such as reasoning, planning, language production
- also involved in mood, personality
- Phineas Gage (construction accident –> loss of social inhibition, and inappropriate behavior)

101
Q

Frontal lobe - notable areas

A
  • prefrontal cortex
  • motor cortex
  • broca’s area (vital for info on speech)
102
Q

Parietal lobe

A

important for touch sensation, perception, object recognition, and number representation

103
Q

Parietal lobe - notable areas

A
  • somatosensory cortex
  • motor cortex and somatosensory cortex are right next to each other
104
Q

Temporal Lobe

A

important for auditory sensation, understanding language, and storing autobiographical memory

105
Q

Temporal lobe - notable areas

A
  • primary cortex
  • wernicke’s area (interprets spoken and written language)
106
Q

Occipital lobe

A

important for vision

107
Q

Occipital lobe - notable areas

A

primary visual cortex

108
Q

Damage to the brains

A

Aphasias (loss of ability caused by brain damage)

109
Q

Broca’s aphasia

A

inability to produce speech
- broca’s area is important for producing speech

110
Q

Wernicke’s aphasia

A

inability to comprehend speech
- wernicke’s area is important for comprehending speech

111
Q

Split brain patients/ Lateralization

A

some functions are only processed by one hemisphere

112
Q

Split brain patients/ left hem

A

right visual field, right hand, language

113
Q

Split brain patients/ right hem

A

left visual field, left hand, face processing

114
Q

Severe epilepsy prompted the severing the corpus callosum; led to…

A
  • no communication between hemispheres
  • information present in only one side of the brain

Psychology 100 (10 decks)

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