Key Words Flashcards

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1
Q

Introspection

A

The examination or observation of one’s own mental and emotional processes.

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2
Q

What is wundt’s scientific method for psychology

A

Wundt’s new scientific approach was based of two major assumptions:
All behaviour is seen as being caused (determined)
If behaviour is determined, then it should be possible to predict how human beings would behave in different conditions (predictability)

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3
Q

Strengths of the scientific approach to psychology

A

Knowledge gained using scientific methods are more than just the passive acceptance of facts.
Causes of behaviour can be established through the use of methods that are empirical and replicable.
Scientific knowledge is self-corrective meaning that it can be refined or abandoned (theories and hypothesis)

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4
Q

Weaknesses with the scientific approach to psychology

A

Scientific psychologists create contrived situations that create artificial behaviours.
A lot of the subject matter of psychology is unobservable, therefore cannot be measured with any degree of accuracy.
Not all psychologists share the View that human behaviour can be explored through scientific methods

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5
Q

Id

A

the part of the mind in which innate instinctive impulses and primary processes are manifest.

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6
Q

Ego

A

the part of the mind that mediates between the conscious and the unconscious and is responsible for reality testing and a sense of personal identity.

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7
Q

Superego

A

the part of a person’s mind that acts as a self-critical conscience, reflecting social standards learned from parents and teachers.

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8
Q

Defence mechanism

A

repression, denial, displacement, projection, and intellectualisation are used unconsciously to reduce anxiety.

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9
Q

Unconscious

A

the primitive, instinctual wishes as well as the information that we cannot access.

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10
Q

Free will

A

The notion that humans can make choices and are not determined by biological or external forces

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11
Q

Self- actualisation

A

The desire to grow biologically and fulfil one’s full potential- becoming what you are capable of

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12
Q

Hierarchy of needs

A

A five-levelled hierarchical sequence in which basic needs (such as hunger) must be satisfied before higher psychological needs (such as esteem and self actualisation) can be achieved

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13
Q

Self

A

The ideas an values that characterise ‘I’ and ‘me’ and includes perception and valuing of ‘what I am’ and ‘what I can do’.

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14
Q

Congruence

A

The aim of rogerian therapy: when the self-concept and ideal self are seen broadly accord or match.

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15
Q

Conditions of worth

A

When a parent values limits or boundaries on their love of their children; for instance, a parent saying to a child. ‘I will only love you if you study medicine’.

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16
Q

Reciprocity

A

Taking turn /exchange interaction

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17
Q

Interaction synchrony

A

Performing action simultaneously

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18
Q

Ambiguity

A

Unclear nature of a finding in a study

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19
Q

Multiple attachment

A

Bond with figures such as father, grandparent, sibling

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20
Q

Inconclusive

A

Findings do not agree

21
Q

Asocial

A

Infant cannot distinguish between people and objects

22
Q

Indiscriminate

A

Infant begins to show preference for people

23
Q

Discriminate

A

Infant develops stranger/separation anxiety

24
Q

Multiple attachment

A

Infant forms bond with secondary caregivers

25
Q

Natural experiment

A

Experiment with low control, high validity

26
Q

Innate

A

Inborn/ natural behaviour

27
Q

Critical period

A

Window time to form attachment

28
Q

Contact comfort

A

Comfort provided by close contact /touch

29
Q

Imprinting

A

Specific at-first-sight attachment for birds

30
Q

Sexual imprinting

A

Adult mating behaviour affected by first attachment/imprinting bond

31
Q

Cupboard love

A

Gratification from food helps form attachment bonds

32
Q

Classical conditioning

A

Learning by association

33
Q

Operant conditioning

A

Learning from reinforcement

34
Q

Dive reduction

A

Hunger is primary drive attachment is secondary drive

35
Q

Secondary reinforcer

A

Mother 2nd to food in attachment

36
Q

Social releasers

A

Babies are born with the tendency to display certain innate behaviors (called social releasers) which help ensure proximity and contact with the mother or attachment figure (e.g., crying, smiling, crawling, etc.)

37
Q

Monotropy

A

Two-way, unique bond

38
Q

Innate

A

Attachment is crucial for survival

39
Q

Internal working model

A

Blueprint for future relationships

40
Q

Critical period

A

Crucial window in which to attach

41
Q

Insecure avoidant

A

Infant who don’t suffer separation/stranger anxiety, indifferent at reunion, high exploration

42
Q

Insecure resistant

A

Infants who suffer high separation/stranger anxiety, torn emotion at reunion, low exploration

43
Q

Separation anxiety

A

Infant upset when left alone

44
Q

Stranger anxiety

A

Infant upset when comforted by stranger

45
Q

Reunion behaviour

A

How infant behave when reunited with caregiver

46
Q

Reciprocity

A

Responding to the action of another with a similar action, where the actions of one partner elicit a response from the other partner. The responses are not necessarily similar as in interactional synchrony.

47
Q

Interactional synchrony

A

When two people interact they tend to mirror what the other is doing in terms of their facial and body movements. This includes imitating emotions as well as behaviours. This is described as a synchrony- when two (or mor) things move in the same pattern.

48
Q

Caregiver

A

Any person who is providing care for a child, such as a parent, grandparent, sibling, other family member, childminder and so on.

49
Q

Attachment

A

The emotional bond between two people. It is a two way process that endures over time. It leads to certain behaviours such as clinging and proximity-seeking, and serves the function of protecting an infant.