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introducing pschology Flashcards

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1
Q

definition of psychology

A

the systematic study of behaviors and mental processes of individuals.

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2
Q

who are psychologists and what do they do?

A

psychologists are basic and applied distinction, they do many different psychologies

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3
Q

what are the 4 basic themes of psychology

A

empirical, unaware of causes of our own behavior, individual and group differences, and behavior is multi-caused

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4
Q

major psychology perspectives

A

behavior, cognitive, neuroscience, evolution, psychodynamic, humanistic, and sociocultural

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5
Q

behaviorism

A

helped psychology become a science, leaning principals are the same for all animals, focus on objective measurements, behaviors not inside mind, emphasizes environment and learning history instead of genetics.

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6
Q

people associated to behavior

A

Pavlov, Watson, skinner

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7
Q

cognitive

A

thoughts, memories, thoughts of perception, objectively measure (do experiments on and see results with)

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8
Q

neuroscience

A

genetic approach, regions of brain, working of neurons, role of neurotransmitters

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9
Q

evolution

A

behavior provided reproductive behavior

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10
Q

psychodynamic

A

freud, motivation of sex and aggression, influence on personality and developmental psychology

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11
Q

humanistic

A

self-actualization (what you as a person desire)

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12
Q

main people in humanistic approach

A

Abraham maslow and carl rogers

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13
Q

sociocultural

A

influence of society and culture

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14
Q

theories

A

helps guide research, broad, tested multiple times, cant be proven

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15
Q

hypothesis

A

if…then statements, testable, specific

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16
Q

case study

A

spands over long period of time, use experiments

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17
Q

observational studies

A

performed in natural settings

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18
Q

issues of observational studies

A

hard to determine causation, bias/easy to deceive

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19
Q

correlation

A

set of observations on 2 variables, defines association between 2 variables, quantitative measure

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20
Q

advantage of correlations

A

useful for prediction, correlation coefficient

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21
Q

disadvantage of correlation

A

correlation does not imply causation

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22
Q

what does “correlation does not imply causation” mean?

A

just because 2 variables get together doesn’t mean it causes.

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23
Q

confounding variables

A

not held constant across all levels(groups) if the independent variable

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24
Q

why does the cofounding variable matter?

A

because it destroys internal validity

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25
Q

Main effect

A

making a general statement about 1 variable alone, averaging across the other variables

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26
Q

Experimenter effect

A

when the experiment unintentionally creates bias in the experiment

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27
Q

why does the experimenter effect matter?

A

because it creates bias

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28
Q

single-blind experiment

A

when participants don’t know hypothesis/ what group they’re in

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29
Q

why does single-blind experiments matter?

A

because it reduces bias

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30
Q

interaction

A

when dependent variable is effected by a combination of 2 or more independent variables

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31
Q

multifactor study

A

more than 1 factor

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32
Q

double-blind experiment

A

when both researcher and participants that are unaware which group they are in

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33
Q

internal validity

A

when change in dependent variable is results of independent variable
**(most important)

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34
Q

external validity

A

when results generalize broadly to other situations/people

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35
Q
  • operational definition
A

makes things applicable and measureable

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36
Q

random assignment

A

each person has equal chance of being in each level of independent variables (not the same as random sampling)

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37
Q

experiments

A

measures the effects on randomly assigned subjects

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38
Q

experimenter bias

A

when experimenter unintentionally bring bias into an experiment, destroying internal validity (one group is treated differently than other group)

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39
Q

single-blind experiments

A

participants don’t know hypothesis

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40
Q

double-blind experiments

A

experimenters and participants are “blind” to conditions

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41
Q

why have single-blind and double-blind experiments?

A

to minimize effect/ to reduce contact between experimenter and participants

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42
Q

what is the purpose of the Institutional Review Board (IRB)?

A

evaluates all research proposals before the start if the experiment.

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43
Q

informed consent and anonymity

A

participants sign form that is told about experiment

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44
Q

debriefing

A

gives participants full story after experiment

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45
Q

learning

A

relatively permanent change in performance potential brought about by experience

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46
Q

behaviorist perspective

A

best understood by environmental factors

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47
Q

classical conditioning

A

a neural object that can elicit a response through associations with another stimulus that automatically elicits a response.

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48
Q

example of classical conditioning

A

ivan pavlovs dogs

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49
Q

basic paradigm that occurs naturally

A

unconditional stimulus, unconditional response

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50
Q

basic paradigm that occurs with training

A

conditioned stimulus, conditioned response

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51
Q

stimulus generalization

A

response generalizes to similar stimuli

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52
Q

stimulus discrimination

A

lessened or no response to a somewhat different stimulus than the one that was conditioned / can differentiate between stimuli

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53
Q

extinction

A

stop pairing cs with ucs and the response will extinguish

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54
Q

when is extinction useful

A

useful if a negative emotional response (in therapy)

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55
Q

spontaneous recovery

A

pair cs with ucs again and response will return

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56
Q

single- trial learning

A

one pairing of a cs with a ucs is enough to learn to avoid food

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57
Q

what are the 3 food aversions

A

1) single- trial learning
2) delay of hours
3) smell of taste

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58
Q

operant conditioning

A

type of learning in which behavior is strengthened if followed by a reinforce or diminished if followed by a punisher

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59
Q

consequences

A

behavior from environment, will effect likelihood response in future.

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60
Q

reinforcement

A

strengthens response (influences behavior)

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61
Q

positive reinforcement

A

increase In behavior by administering a stimulus (reward)addition of a positive stimulus

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62
Q

negative reinforcement

A

increase in behavior by removing a stimulus ( still strengthens response) -removal of negative stimulus

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63
Q

punishment

A

not nice behavior and behavior decreases (reduces behavior)

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64
Q

positive punishment

A

decrease in behavior by administering a stimulus

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65
Q

negative punishment

A

decreases behavior by removing a stimulus

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66
Q

premack principle

A

more frequent behavior can reinforce less frequent behavior

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67
Q

contiguity

A

the delay for punishment

(short time) increases learning- but, life success and delay gratification

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68
Q

who studied operant conditioning

A

B.F. Skinner

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69
Q

2 types of punishment

A

conditioned for punishment to be effective and drawbacks to using punishment

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70
Q

shaping

A

an operant conditioning procedure reinforcers guide behavior toward closer and closer approximations to desired behavior (ex: clapping for girl to touch periodic table)

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71
Q

continuous reinforcement

A

operant occurs most rapidly when a reinforce is given reward right after response (ex: ATM machine or coke machine) - faster extinction

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72
Q

partial (intermittent) reinforcement

A

reinforcing a response only part of the time; results in slower acquisition of a response but greater resistance to extinction than does continuous reinforcement (ex: asking someone out, gambling)

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73
Q

4 main schedules of partial reinforcement

A

fixed-ratio
fixed-interval
variable-ratio
variable-interval

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74
Q

fixed-ratio

A

reinforcement given after set # of responses

ex: free coffee after you bought 10

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75
Q

fixed-interval

A

reinforcement given for 1st response that occurs after set period of time has elapsed.
(ex: mail, paychecks,study habits)

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76
Q

variable-ratio

A

reinforcement given after varying responses (ex: sales job, slot machines, video games)

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77
Q

variable-interval

A

1st response after varying period of time elapsed (ex: fishing, calling back after very busy signal)

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78
Q

ratio

A

rewards are paid out according to the # of desired # of behavior that the subject has produced.

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79
Q

intervals

A

rewards according to amount of time that has passed, as long as the subject has produced at least 1 instance of the desired behavior during that time.

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80
Q

skinner box

A

device to control delivery of reinforcers and punishers “operant chamber”

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81
Q

2 main principles of operant conditioning

A

1) behavior is controlled by consequences-behavior that is followed by a favorable consequence (reinforcer) be epeated, behavior favored by unfavorable consequence (punisher) decrease I frequency
2) positive punishment is behavior followed by arrival of a pleasant event- reinforcement, behavior followed by ending of unpleasant event - reinforcement strengthens behavior it follows, so not the same as punishment

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82
Q

drawbacks

A

negative emotion like anxiety
often must monitor behavior (may encourage sneaky behavior such as lying)
does not say what people should do

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83
Q

generalization

A

just like with classical conditioning (ex: “dada” all men or “doggie” for all animals)

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84
Q

discrimination

A

the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus

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85
Q

discriminative stimulus

A

cue or context informs you that you will be rewarded/punished (ex: police car- slowing down you wont get a ticket)

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86
Q

primary reinforcers

A

naturally are reinforcing (food, warmth, shelter, touch) - fill biological need

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87
Q

secondary reinforcers

A

associations with primary reinforcers ( money, praise, trophies, facebook “likes”) due to classical conditioning

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88
Q

biological constraints

A

you cant teach every type of animal any behavior. (raccoons wont drop a coin in a bank, my dog will chase squirrels - so it would be hard to tell them not to chase it)

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89
Q

instinctive drift

A

animals conditioned behavior reverts to genetic patterns

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90
Q

observational learning

A

learning by witnessing others behavior - no direct reinforcement but vicarious reinforcement (ex: bobo doll)

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91
Q

latent (hidden) learning

A

new behavior is learned not demonstrated until reinforcement is provided for displaying it. (rats and cognitive maps)

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92
Q

3 themes of memory

A

1) memory is active and constructed rather than passive
2) multiple memory system exists
3) memory accuracy can be effective by many factors

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93
Q

memory process

A

encoding>storage>retrieval

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94
Q

encoding

A

getting info in memory

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95
Q

storage

A

maintenance of material

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96
Q

retrieval

A

getting info out of memory system to use

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97
Q

sensory memory

A

the immediate, very brief recording of sensory info in the memory system

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98
Q

2 types of declarative memory

A

episodic memory, semantic memory

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99
Q

episodic memory

A

memory for your own personal life experience

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100
Q

semantic memory

A

memory for knowledge about world

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101
Q

procedural memory

A

doing things

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102
Q

short-term memory (STM)

A

activated memory that holds a few items briefly (7 digit phone # while dialing)- before info is stored or forgotten

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103
Q

working memory

A

newer understanding of STM that focus on conscious, active processing of incoming auditory and visual-spatial info, and of info retrieved from long-term memory (reasoning & decision making)

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104
Q

memory span

A

amount of info stored in STM

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105
Q

chunking

A

grouping info together

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106
Q

systematic encoding

A

semantic, ryme, visual

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107
Q

implicit memory

A

without intention or awareness

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108
Q

echoic memory

A

stores auditory info coming from ears

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109
Q

iconic memory

A

reflects info from our visual system

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110
Q

cues

A

help you “travel” around the associative network

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111
Q

what are the 2 retrieval tasks

A

recall, recognition

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112
Q

recall

A

retrieve info learned earlier (short-answer, essay, fill in the blank )- clues

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113
Q

recognition

A

identify items previously learned (multiple choice, matching, true/false) -all possible answers

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114
Q

how to retrieve info more successfully

A

cues, targeted practice, state-dependent learning

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115
Q

state-dependent memory

A

experiencing the same internal state during encoding & retrieval also can enhance memory (matching study patterns to test conditions)

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116
Q

interference

A

proactive, retroactive

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117
Q

proactive

A

old interfere with new

118
Q

retroactive

A

new interfere with old

119
Q

serial position effects

A

primacy, recency

120
Q

primacy

A

remembering first items better

121
Q

recency

A

remembering last items better

122
Q

memory

A

is a collection of fragments of info based on sensory impressions at the time we encoded the memory

123
Q

retrieve info

A

reconstruct memory for the episode

124
Q

false memory

A

remembering something that didn’t actually happen

125
Q

misattribution

A

distortions based on confusing the source of the info

126
Q

suggestibility

A

distortions introduced by misinformation from outside sources

127
Q

source confusion (source amnesia)

A

where we attribute a particular memory item to the wrong source

128
Q

misinformation effect

A

when our memory of a past event can be changed by new info presented long after the original memory was formed.

129
Q

amnesia

A

loss of memory

130
Q

retrograde amnesia

A

memory I lost for occurrences prior to a certain event

131
Q

anterograde amnesia

A

loss of memory occurs for events following an injury

132
Q

cerebellum

A

plays a role in processing and storing of implicit memory

133
Q

components of neuron

A

dendrite, axon, myelin sheath, terminal buttons (branches of axon), synapse

134
Q

dendrite

A

receives info, takes it to cell body

135
Q

axon

A

passes messages away from cell body to other neurons, muscles, and glands.

136
Q

myelin sheath

A

covers the axon of some neurons and helps speed neural impulses.

137
Q

terminal buttons (braches of axon)

A

end of axon, release chemicals called neurotransmitters

138
Q

synapse

A

space between neurons

139
Q

cell body

A

the cells life- support center

140
Q

neurotransmitters

A

cross the synapse, increase or decrease the likelihood of neurons firing

141
Q

important neurotransmitters

A

Acetylcholine(ach), dopamine, serotonin, endorphins

142
Q

acetylcholine (ACH)

A

neurons connecting to muscles (cant move muscle without it)

143
Q

location of (ACH)

A

everywhere

144
Q

effect of (ACH)

A

excitatory in brain and autonomic nervous system

145
Q

function of (ACH)

A

muscle movement (memory) - people with Alzheimer’s disease have low (ACH) in their brain

146
Q

location of dopamine

A

brain

147
Q

effect of dopamine

A

Inhibitory or excitatory

148
Q

functions o dopamine

A

muscle disorders, mental disorders like schizophrenia, Parkinson’s disease : low dopamine in parkinsons disease and high dopamine in schizophrenia

149
Q

serotonin

A

involved with mood regulations

150
Q

location of serotonin

A

brain, spinal cord

151
Q

effect of serotonin

A

inhibitory

152
Q

function of serotonin

A

sleeping, eating, mood depression, and pain

153
Q

endorphins

A

bodys own heroine

154
Q

location of endorphins

A

brain, spinal cord

155
Q

effect of endorphins

A

primarily inhibitory

156
Q

functions of endorphins

A

pain suppression, pleasurable feelings, “runners high”

157
Q

what are the 4 different methods to study the brain

A

EEG, PET scan, FMRI scan, CT scan

158
Q

EEG

A

amplified recording of the electrical waves sweeping across

159
Q

PET scan

A

visual display of brain activity that detects a radioactive form of glucose

160
Q

FMRI

A

released when brain becomes active it uses more oxygen. it enables scientists to detect and view these variations in oxygen use.- brain areas that are using more oxygen light up in red, orange, and yellow.

161
Q

CT scan

A

x-rays

162
Q

central nervous system

A

brain, spinal cord

163
Q

peripheral nervous system

A

somatic, autonomic

164
Q

somatic division

A

neurons under voluntary control, attached to skeletal muscles

165
Q

autonomic division

A

controls glands, organs, blood vessels automatically; sympathetic, parasympathetic

166
Q

sympathetic

A

arouses body (fight or flight)

167
Q

parasympathetic

A

calms down body (rest and digest)

168
Q

contralateral transmission

A

info generally crosses from one side of the body to the opposite side of the brain.

169
Q

corpus callosum

A

provides pathway for communication between the two hemispheres

170
Q

reuptake

A

neurotransmitters in the synapse are reabsorbed into the sending neurons

171
Q

hemisphere specialization

A

the difference between the left and right hemispheres

172
Q

left hemisphere

A

language, logical thought, math; does the speaking

-processes sequentially

173
Q

right hemisphere

A

spatial, visual tasks (recognizing faces or patterns) , emotional expression; cant speak
-processes globally or holistically

174
Q

split-brain research

A

helps to understand the brain in detail

175
Q

hippocrates

A

greek physician who left many text on brain surgery

176
Q

brain stem

A

controls essential physiological functions such as heart rate, respiration, and body temp.

177
Q

hypothalamus

A

key role in motivated behaviors, including eating, fighting and sex.

178
Q

broca

A

scientist who has studied stroke victims who have lost the ability to speak. he examined their brains after they died. he realized that the stroke had caused the frontal lobe of the left hemisphere of the brain was damaged.

179
Q

brocas area

A

generates spoken and written language

180
Q

awake craniotomy

A

a procedure to map the human brain in detail. surgeon would remove portion of skull to expose area of brain then allow patient to wake up and then surgeon would stimulate an area of the brain then ask patients stimulation

181
Q

lower brain structures

A

reticular formation, cerebellum, medulla, pons, thalamus

182
Q

reticular formation

A

filters incoming stimuli and helps regulate arousal and alertness

183
Q

cerebellum

A

coordinates balance and movement, and processes some sensory input

184
Q

medulla

A

controls heartbeat, breathing, and other vital functions

185
Q

pons

A

relays messages between the cerebellum and the cortex to help coordinate movement

186
Q

thalamus

A

“Sensory Switchboard”relays sensory messages to the cortex, and then replies to the cerebellum and the medulla

187
Q

the cerebral cortex

A

outer surface of the upper part f the brain, its 4 lobes contain the bodys ultimate control centers and info processing areas.

188
Q

frontal lobe

A

controls muscle movement and production of speech, is involved in making plans and judgments

189
Q

temporal lobe

A

receives and processes auditory info from ears

190
Q

occipital lobe

A

receives and processes visual info from eyes

191
Q

parietal lobe

A

receives and processes sensory info from skin and body senses

192
Q

auditory cortex

A

in temporal lobe and processes info from ears

193
Q

motor cortex

A

in frontal lobe, controls voluntary muscle movement

194
Q

visual cortex

A

in occipital lobe, processes info from eyes

195
Q

angular gyrus

A

involved in reading, converts writing into auditory code

196
Q

wernickes area

A

comprehends spoken and written language

197
Q

sensory cortex

A

in parietal lobe, processes skin and body sensation

198
Q

functional specialization

A

each function or capability of the nervous system is controlled by a specific cluster of neurons (neural network) in a specific area of the brain

199
Q

complex communication

A

each neural network is interconnected with and influenced by other networks in other regions of the brain

200
Q

procedural memory

A

memory for specific motions such as dance steps or swinging a tennis racket: cerebellum, one explanation for infantile amnesia

201
Q

midbrain

A

small area where brain stem thins out above the pons. separates the lower portion of the brain (hindbrain) and the upper portion of the brain (forebrain)

202
Q

limbic system

A

interconnected structures from the old brain. involved in emotion and certain forms of memory.

203
Q

3 important structures of the limbic system

A

hippocampus, amygdala, hypothalamus

204
Q

hippocampus

A

memory for factual knowledge and events (if damaged you would loose ability to make memories)

205
Q

amygdala

A

influences aggression and fear

206
Q

hypothalamus

A

contains neurons that regulate hunger, thirst, body temp, and sexual behavior. main link between the nervous system and the endocrine system.

207
Q

pituitary gland

A

influences hormone release by other glands

208
Q

cerebral hemisphere

A

part of brain you would see if top of skull removed, allows higher processing power for complex mental tasks

209
Q

clinical psychologists

A

studies, assesses, and treats people with psychological disorders

210
Q

psychiatrists

A

provide medicine to people with psychological disorders as well as psychological therapy

211
Q

psychotherapists

A

use treatments involving psychological techniques; interactions between a trained therapist and someone seeking to overcome psychological difficulties or to achieve personal growth.

212
Q

independent variable (IV)

A

the experimental factor that is being MANIPULATED; whose effect is being studied.

213
Q

Dependent variable (DV)

A

BEING MEASURED, variable that may change in response to manipulations of the independent variable.

214
Q

correlational research

A

correlation does not equal causation

215
Q

correlation coefficient

A

a statistical index of the relationship between two things

216
Q

Gate control theory of pain

A

small fibers conduct pain, messages along large fibers can close the gate- application of new pain solutions. theory that the spinal cord contains a neurological “gate” that blocks pain signals or allows them to pass onto the brain.”Gate” opened by the activity of pain signals traveling up small nerve fibers.

217
Q

pain

A

unpleasant sensory or emotional experience.- warns us about actual or potential tissue damage

218
Q

trichromatic theories of color perception

A

3 kinds of cones sensitive to different wavelengths -red, blue, green; color blindness

219
Q

opponent process theory

A

opposing retinal processes enable color vision. ganglion cells work in opposing fashion.

220
Q

top-down processing

A

using beliefs, expectations, and emotions to construct perception

221
Q

bottom-up processing

A

taking info from senses and putting them together

222
Q

transduction

A

receptor cells for all of the senses

223
Q

adaptation

A

flexible systems that are especially sensitive to changes over time

224
Q

sensation

A

conversion of a stimulus to neural impulses -(sight, hearing, touch, taste, and smell)- how we take info about the world

225
Q

perception

A

INTERPRETING stimuli and making new sense of them -anything that activates or sensation system

226
Q

automatic processing

A

without awareness or control ( auto pilot) ex: when your driving home instead of driving to your friends house

227
Q

controlled processing

A

requires more effort

228
Q

consciousness

A

awareness of the sensation,thoughts and feelings being experienced at a given moment

229
Q

why do we sleep?

A

brain restoration and repair, secrete growth hormones, conserve energy, memory storage

230
Q

what are dreams according to Freud?

A

dreams are the “royal road to the unconscious”

231
Q

the Psychodynamic or Freudian perspective of dreaming

A

the interplay of inner mental forces, people have both conscious and unconscious motives, these motives can conflict with one another.

232
Q

dream meaning

A

manifest content and latent content

233
Q

manifest content

A

actual events

234
Q

latent content

A

(symbolic content) unconscious wish or motivation

235
Q

problem focused approach

A

dreams reflect current concerns and sometimes how to resolve them - especially survival related ideas

236
Q

activation synthesis theory

A

random activity of portions of the brain including old memories, which we woven into a current story line. ex: parts of the brain associated with balance are activated- you may be dreaming about flying.

237
Q

sleep disturbances

A

insomnia, sleep deprivation, narcolepsy, sleep walking, and night terrors.

238
Q

what are 2 major parts of being hypnotized?

A

relaxation & limited suggestibility

239
Q

what does hypnosis never enhance?

A

memory

240
Q

effects of hypnosis

A

post- hypnotic suggestion and amnesia; hallucinations- taking suggestions from hypnotists negatively- taking away -pain removal

241
Q

2 theories of hypnosis

A

neodissociation theory & sociocognitive approach

242
Q

neodissociation theory

A

splitting of consciousness. part of mind enters and altered state of consciousness (hidden observer)

243
Q

sociocognitive approach

A

more of a social thing, social influence of hypnotist combined with expectations of the subject. playing the role when the actor “becomes” the part of the hypnotized person. not faking, but not at a completely different state of consciousness.

244
Q

EEG stages of sleep

A

waking - beta, alpha waves
nREM sleep- 70-80% of sleep; Theta, delta waves
REM sleep- resembles beta (awake), where dreams happen

245
Q

REM (rapid eye movement)

A

eyes moving under eye lids ( sexually aroused without having sex) - infants form neural connection

246
Q

stages of sleep

A

1) small and irregular brain waves, visual images
2) bursts of rapid waves (spindles)
3) occasional delta waves, deeper sleep
4) deepest sleep, mostly delta waves, walking or talking during sleep happens at this stage

247
Q

unconditioned stimulus

A

a stimulus that unconditionally- naturally and automatically - triggers a response(UR)

248
Q

unconditioned response

A

an unlearned, naturally occurring response (such as salvation) to an unconditioned stimulus(US) (such as food in the mouth)

249
Q

conditioned stimulus

A

an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a response.

250
Q

conditioned response

A

a learned response to a previously neutral (but now conditioned) stimulus (CS)

251
Q

availability vs. accessibility

A

memory exists (is available) but may not be accessible. “tip of the tongue”

252
Q

key features of language

A

communicative, arbitrary (any symbol will do), structure (grammar) is important, multiplicity of structure, generative, dynamic (evolving)

253
Q

heuristics

A

mental short cut that help you make a fast decision, which usually tend to be accurate.

254
Q

phonemes

A

small destructive sound units in a language

255
Q

morphemes

A

smallest units that carry meaning in a given language

256
Q

grammar

A

system of rules that enables us to communicate with one another

257
Q

availability heuristics

A

judge frequency of an event on what comes to mind easily

258
Q

anchoring and adjustments

A

over-reliance on preexisting judgments

259
Q

framing

A

how we approach gains and losses

260
Q

Representativeness heuristics

A

ignore base-rate information and rely on stereotypes/schemas

261
Q

schemas

A

a fundamental building block, mental frameworks, or networks that help us organize information.

262
Q

why do schemas affect thinking?

A

it is at the forefront of our mind that will be used to interpret our world.

263
Q

6-7 universal facial expressions

A

happy, sad, pride, shame, embarrassed, guilt

264
Q

cognitive dissonance

A

we are uncomfortable (experience unpleasant arousal) when we have inconsistent thoughts. ex: if you have sex before marriage and said you wouldn’t, you would change your thought by saying its love.

265
Q

Gardner’s types of intelligence

A

linguistics, logical math, spatial, bodily-kinesthetics, musical, interpersonal- know myself, naturalist- connected to nature, existential

266
Q

Sternberg’s 3 kinds of intelligeces

A

academic/ analytic; creative- adaptive, new settings and inventing; practical- less defined problems, many solutions, specific contexts and personal goals.

267
Q

2 main IQ tests

A

stanford-binet and wechsler

268
Q

Stanford- binet test

A

a widely used american revision of an intelligence tests that determined children’s mental age or age that typically corresponds to his/her level of performance.

269
Q

Wechsler test

A

widely used intelligence test that contains verbal and performance (non-verbal) sub tests

270
Q

Kohlberg’s moral theory

A

pre-conventional- egocentrism, conventional-part of larger society, and post- conventional-resolving conflict between what is legal and moral

271
Q

Piagets theory of cognitive development

A

sensory motor (infancy), preoperational (childhood), concrete operational (later childhood), formal operational (adolescence)

272
Q

attachment theory

A

positive emotional bond that develops between child and its caregiver

273
Q

difference between longitudinal research and cross-sectional research

A

longitudinal research- behavior of 1 or more participants, is traced as the participants age.
cross-sectional research- combine both researches then examining them over several points in time.

274
Q

Freud’s id, ego, and super ego

A

id-evil, ego- main character, super ego- angel

275
Q

Id

A

irrational component, impulsive, ruled by “pleasure principle”

276
Q

Ego

A

rational component, mediating, ruled by “reality principle”

277
Q

super ego

A

moralistic component, internalizing, parental and societal rules

278
Q

5 stages of personality

A

o-openness to experience- try new things
c-conscientiousness- organized, self-control
e-extraversion- excitement, social
a-agreeableness- approach people (system)
n-neuroticism- propensity to feel negative emotions

279
Q

defense mechanism

A

regression, reaction formation, projection, rationalization, displacement, denial

280
Q

regression

A

retreating to an infantile stage, where psychic energy remains fixated

281
Q

reaction formation

A

switching unacceptable impulses to opposites

282
Q

projection

A

distinguishing ones own threatening impulses by attributing them to others

283
Q

rationalization

A

offering self-justifying explanations in place of the real

284
Q

displacement

A

shifting sexual or aggressive impulses toward a more acceptable or less threatening object or person

285
Q

denial

A

refusing to believe or perceive painful realities

286
Q

projective test

A

personality test, provides ambiguous stimuli designed to trigger projection of one’s inner dynamic

287
Q

rogers self-actualization

A

unconditional positive regard is an attitude of acceptance of others despite their feelings

288
Q

banduras self-efficiency

A

feeling of competence that guide our behavior and personality. ex: i feel like a good dancer so i chose to go to a dance school.

289
Q

banduras reciprocal determinism

A

the environment determines behavior, but behavior also determines environment (personality being changed to clubs joined)

290
Q

reliability of tests

A

extent to which a test yield’s consistent results

291
Q

validity of tests

A

extent to which test measures or predicts what it is supposed to do.

psychology (1 decks)

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