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Psych 101 > Midterm 1 > Flashcards

Midterm 1 Flashcards

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1
Q

Independent Variable (IV)

A

Variable the experimenter manipulates.

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2
Q

Dependent Variable (DV); Independent Variable (IV)

A

The ___________ variables are those that are observed to change in response to the manipulation of the __________ variable.

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3
Q

William James

A

Founder of American Psychology

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4
Q

Variable the experimenter manipulates.

A

Independent Variable (IV)

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5
Q

The ___________ variables are those that are observed to change in response to the manipulation of the __________ variable.

A

Dependent Variable (DV); Independent Variable (IV)

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6
Q

Founder of American Psychology

A

William James

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7
Q

Levels of Psychological Analysis

A

Social Culture Influences (social or behavioural level, involves: relating to others and personal relationships)
|
Psychological (mental or neurological level, involves thoughts, feelings and emotions)
|
Biological (Molecular or neurochemical, involves molecules and brain structure)

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8
Q

Social Culture Influences (social or behavioural level, involves: relating to others and personal relationships)
|
Psychological (mental or neurological level, involves thoughts, feelings and emotions)
|
Biological (Molecular or neurochemical, involves molecules and brain structure)

A

Levels of Psychological Analysis

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9
Q

Psychology

A

The scientific study of the mind, brain, and behaviour

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10
Q

The scientific study of the mind, brain, and behaviour

A

Psychology

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11
Q

Levels of analysis

A

Rungs on a ladder of analysis, with lower levels tied most closely to biological influences and higher levels tied most closely to social influences.

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12
Q

Rungs on a ladder of analysis, with lower levels tied most closely to biological influences and higher levels tied most closely to social influences.

A

Levels of analysis

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13
Q

Multiply determined

A

Caused by many factors

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14
Q

Caused by many factors

A

Multiply determined

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15
Q

Individual differences

A

Variations among people in their thinking, emotion, personality and behaviour.

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16
Q

Variations among people in their thinking, emotion, personality and behaviour.

A

Individual differences

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17
Q

Naive realism

A

Belief that we see the world precisely as it is

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18
Q

Belief that we see the world precisely as it is

A

Naive realism

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19
Q

Scientific theory

A

Explanation for a large number of findings in the natural world

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20
Q

Explanation for a large number of findings in the natural world

A

Scientific theory

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21
Q

Hypothesis

A

testable prediction derived from a scientific theory

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22
Q

Testable prediction derived from a scientific theory

A

Hypothesis

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23
Q

Confirmation Bias

A

Tendency to seek out evidence that supports our hypotheses and deny, dismiss or distort evidence that contradicts them

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24
Q

Tendency to seek out evidence that supports our hypotheses and deny, dismiss or distort evidence that contradicts them

A

Confirmation Bias

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25
Q

Belief perseverance

A

Tendency to stick to our initial beliefs even when evidence contradicts them

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26
Q

Tendency to stick to our initial beliefs even when evidence contradicts them

A

Belief perseverance

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27
Q

Metaphysical claims

A

Assertation about the world that is not testable

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28
Q

Assertation about the world that is not testable

A

Metaphysical claims

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29
Q

Pseudoscience

A

set of claims that seems scientific but isn’t

ex: miracle weight loss program

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30
Q

set of claims that seems scientific but isn’t

ex: miracle weight loss program

A

Pseudoscience

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31
Q

Ad Hoc Immunizing Hypothesis

A

Loophole that defenders of a theory use to protect their theory from falsification.

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32
Q

Loophole that defenders of a theory use to protect their theory from falsification.

A

Ad Hoc Immunizing Hypothesis

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33
Q

Signs of pseudoscience (7)

A
  • Exaggerated claims
  • Overreliance on anecdotes
  • Absence of connectivity to other research
  • Lack of review by other scholars/replication from independent labs
  • Lack of self-correction when contrary evidence is published
  • Psychobabble
  • Talk of “proof” instead of “evidence”
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34
Q

Pareidolia

A

Tendency to perceive meaningful images in meaningless visual stimuli.

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35
Q

Tendency to perceive meaningful images in meaningless visual stimuli.

A

Pareidolia

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36
Q

Apophenia

A

Tendency to perceive meaningful connections among unrelated phenomena.

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37
Q

Tendency to perceive meaningful connections among unrelated phenomena.

A

Apophenia

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38
Q

Terror management theory

A

Theory proposing that our awareness of our death leaves us with an underlying sense of terror which we cope by adopting reassuring cultural world views.

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39
Q

Theory proposing that our awareness of our death leaves us with an underlying sense of terror which we cope by adopting reassuring cultural world views.

A

Terror management theory

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40
Q

Emotional reasoning fallacy

A

Error of using our emotions as guides for evaluating the validity of a claim.

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41
Q

Error of using our emotions as guides for evaluating the validity of a claim.

A

Emotional reasoning fallacy

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42
Q

Bandwagon fallacy

A

Error of assuming that a claim is correct just because many people believe it

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43
Q

Error of assuming that a claim is correct just because many people believe it

A

Bandwagon fallacy

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44
Q

Either-or fallacy

A

Error of framing a question as though we can answer it in only one of two extreme ways

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45
Q

Error of framing a question as though we can answer it in only one of two extreme ways

A

Either-or fallacy

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46
Q

Not me fallacy

A

Error of believing we are immune from errors (in thinking) that afflict other people

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47
Q

Error of believing we are immune from errors (in thinking) that afflict other people

A

Not me fallacy

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48
Q

Appeal to authority fallacy

A

Error of accepting a claim merely because an authority figure endorses it

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49
Q

Error of accepting a claim merely because an authority figure endorses it

A

Appeal to authority fallacy

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50
Q

Genetic fallacy

A

Error of confusing the correctness of a belief with its origins or genesis

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51
Q

Error of confusing the correctness of a belief with its origins or genesis

Ex: the belief was influenced by the time period, therefore cannot be considered valid

A

Genetic fallacy

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52
Q

Genetic fallacy

A

Error of confusing the correctness of a belief with its origins or genesis

Ex: the belief was influenced by the time period, therefore cannot be considered valid

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53
Q

Error of confusing the correctness of a belief with its origins or genesis

A

Genetic fallacy

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54
Q

Argument from antiquity fallacy

A

Error of assuming that a belief must be valid just because it’s been around for a long time

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55
Q

Error of assuming that a belief must be valid just because it’s been around for a long time

A

Argument from antiquity fallacy

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56
Q

Argument from adverse consequences fallacy

A

Error of confusing the validity of an idea with its potential real-world consequences

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57
Q

Error of confusing the validity of an idea with its potential real-world consequences

A

Argument from adverse consequences fallacy

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58
Q

Appeal to ignorance fallacy

A

Error of assuming that a claim must be true because no one has shown it to be false

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59
Q

Error of assuming that a claim must be true because no one has shown it to be false

A

Appeal to ignorance fallacy

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60
Q

Naturalistic fallacy

A

Error of inferring a moral judgement from a scientific fact

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61
Q

Error of inferring a moral judgement from a scientific fact

A

Naturalistic fallacy

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62
Q

Hasty generalization fallacy

A

Error of drawing a conclusion on the basis of insufficient evidence

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63
Q

Error of drawing a conclusion on the basis of insufficient evidence

A

Hasty generalization fallacy

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64
Q

Circular reasoning fallacy

A

Error of basing a claim on the same claim reworded in slightly different terms

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65
Q

Error of basing a claim on the same claim reworded in slightly different terms

A

Circular reasoning fallacy

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66
Q

Scientific skepticism

A

approach of evaluating all claims with an open mind but insisting on persuasive evidence before accepting them

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67
Q

approach of evaluating all claims with an open mind but insisting on persuasive evidence before accepting them

A

Scientific skepticism

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68
Q

Six principles of scientific thinking

A
  • Ruling out rival hypotheses
  • Correlation vs. Causation
  • Falsifiability
  • Replicability
  • Extraordinary claims
  • Occam’s Razor
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69
Q
  • Ruling out rival hypotheses
  • Correlation vs. Causation
  • Falsifiability
  • Replicability
  • Extraordinary claims
  • Occam’s Razor
A

Six principles of scientific thinking

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70
Q

Ruling out rival hypotheses

A

findings consistent with several hypotheses require additional research to eliminate these hypotheses.

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71
Q

findings consistent with several hypotheses require additional research to eliminate these hypotheses.

A

Ruling out rival hypotheses

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72
Q

Correlation vs. causation

A

a phrase used in statistics to emphasize that two things are associated with each other doesn’t mean that one causes the other.

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73
Q

a phrase used in statistics to emphasize that two things are associated with each other doesn’t mean that one causes the other.

A

Correlation vs. causation

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74
Q

claims must be capable of being disproved.

A

Falsifiability

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75
Q

Falsifiability

A

claims must be capable of being disproved.

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76
Q

a finding must be capable of being duplicated by independent researchers following the same “recipe”/“formula”.

A

Replicability

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77
Q

Replicability

A

a finding must be capable of being duplicated by independent researchers following the same “recipe”/“formula”.

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78
Q

the more a claim contradicts what we already know, the more persuasive the evidence must be before we should accept it.

A

Extraordinary claims

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79
Q

Extraordinary claims

A

the more a claim contradicts what we already know, the more persuasive the evidence must be before we should accept it.

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80
Q

Occam’s razor

A

if two hypotheses explain a phenomenon equally well, we should generally select the simpler one.

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81
Q

if two hypotheses explain a phenomenon equally well, we should generally select the simpler one.

A

Occam’s razor

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82
Q

Structuralism

A

A theory of consciousness developed by Wilhelm Wundt and his mentee Edward Bradford Titchener. The “What”. Seeks to analyze the adult mind (the total sum of experience from birth to the present) in terms of the simplest definable components and then to find how these components fit together to form more complex experiences as well as how they correlated to physical events.

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83
Q

A theory of consciousness developed by Wilhelm Wundt and his mentee Edward Bradford Titchener. The “What”. Seeks to analyze the adult mind (the total sum of experience from birth to the present) in terms of the simplest definable components and then to find how these components fit together to form more complex experiences as well as how they correlated to physical events.

A

Structuralism

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84
Q

Wilhelm Wundt

A

Opened the Institute for Experimental Psychology at the University of Leipzig in Germany in 1879. This was the first laboratory dedicated to psychology, and its opening is usually thought of as the beginning of modern psychology. Indeed, he is often regarded as the father of psychology. His assistant: Edward Titchener.

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85
Q

Opened the Institute for Experimental Psychology at the University of Leipzig in Germany in 1879. This was the first laboratory dedicated to psychology, and its opening is usually thought of as the beginning of modern psychology. Indeed, he is often regarded as the father of psychology. His assistant: Edward Titchener.

A

Wilhelm Wundt

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86
Q

Gestalt psychology

A

________ psychology tries to understand the laws of our ability to acquire and maintain meaningful perceptions in an apparently chaotic world. Founder: Max Wertheimer

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87
Q

________ psychology tries to understand the laws of our ability to acquire and maintain meaningful perceptions in an apparently chaotic world.

A

Gestalt psychology

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88
Q

Functionalism

A

Mental states (beliefs, desires, being in pain, etc.) are constituted solely by their functional role – that is, they have causal relations to other mental states, numerous sensory inputs, and behavioral outputs. Founder: William James.

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89
Q

Mental states (beliefs, desires, being in pain, etc.) are constituted solely by their functional role – that is, they have causal relations to other mental states, numerous sensory inputs, and behavioral outputs. Founder: William James.

A

Functionalism

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90
Q

It assumes that the behavior of a human or an animal is a consequence of that individual’s history, including especially reinforcement and punishment, together with the individual’s current motivational state and controlling stimuli. (focus primarily on environmental factors). Founder: John B. Watson

A

Behaviourism

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91
Q

Behaviourism

A

It assumes that the behavior of a human or an animal is a consequence of that individual’s history, including especially reinforcement and punishment, together with the individual’s current motivational state and controlling stimuli. (focus primarily on environmental factors). Founder: John B. Watson

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92
Q

Who is the founder of Behaviourism?

A

John B. Watson

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93
Q

John B. Watson

A

Who is the founder of Behaviourism?

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94
Q

William James (Influenced by Charles Darwin)

A

Who is the founder of Functionalism?

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95
Q

Who is the founder of Functionalism?

A

William James (Influenced by Charles Darwin)

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96
Q

Who is the founder of Structuralism?

A

Wilhelm Wundt and his assistant, Edward Titchener.

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97
Q

Wilhelm Wundt and his assistant, Edward Titchener.

A

Who is the founder of Structuralism?

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98
Q

Introspection

A

method by which trained observers carefully reflect and report on their mental experiences

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99
Q

method by which trained observers carefully reflect and report on their mental experiences

A

Introspection

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100
Q

Who is the founder of Cognitivism?

A

Jean Piaget & Ulric Neisser

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101
Q

Jean Piaget & Ulric Neisser

A

Who is the founder of Cognitivism?

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102
Q

________ Psychology revolves around the notion that if we want to know what makes people tick then we need to understand the internal processes of their mind.

A

Cognitive Psychology

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103
Q

Cognitive Psychology

A

________ Psychology revolves around the notion that if we want to know what makes people tick then we need to understand the internal processes of their mind.

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104
Q

Natural selection

A

Principle that organisms that possess adaptations survive and reproduce at a higher rate than other organisms

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105
Q

Principle that organisms that possess adaptations survive and reproduce at a higher rate than other organisms

A

Natural selection

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106
Q

Cognitive neuroscience

A

Examines the relation between brain functioning and thinking

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107
Q

Examines the relation between brain functioning and thinking

A

Cognitive neuroscience

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108
Q

Who is the founder of Psychoanalysis?

A

Sigmund Freud.

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109
Q

Sigmund Freud.

A

Who is the founder of Psychoanalysis?

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110
Q

Focuses on the internal psychological processes of which we’re unaware. Founder:

A

Psychoanalysis

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111
Q

Psychoanalysis

A

Focuses on the internal psychological processes of which we’re unaware. Founder:

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112
Q

Nature VS. Nurture

A

Whether a person’s development is predisposed in his DNA, or a majority of it is influenced by this life experiences and his environment

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113
Q

Whether a person’s development is predisposed in his DNA, or a majority of it is influenced by this life experiences and his environment

A

Nature VS. Nurture

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114
Q

Evolutionary psychology

A

Discipline that applies Darwin’s theory of natural selection to human and animal behaviour.

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115
Q

Discipline that applies Darwin’s theory of natural selection to human and animal behaviour.

A

Evolutionary psychology

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116
Q

Prefrontal lobotomy

A

Surgical procedure that serves fibres connecting the frontal lobes of the brain from the underlying thalamus

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117
Q

Surgical procedure that serves fibres connecting the frontal lobes of the brain from the underlying thalamus

A

Prefrontal lobotomy

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118
Q

Heuristic

A

Mental shortcut that helps us to streamline our thinking and make sense of our world.

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119
Q

Mental shortcut that helps us to streamline our thinking and make sense of our world.

A

Heuristic

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120
Q

Representativeness heuristic

A

heuristic that involves judging the probability of an event by its superficial similarity to a prototype.

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121
Q

heuristic that involves judging the probability of an event by its superficial similarity to a prototype.

A

Representativeness heuristic

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122
Q

Base rate

A

How common a characteristic or behaviour is in the general population

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123
Q

How common a characteristic or behaviour is in the general population

A

Base rate

124
Q

Availability heuristic

A

heuristic that involves estimating the likelihood of an occurrence based on the ease with which it cord to our minds.

125
Q

heuristic that involves estimating the likelihood of an occurrence based on the ease with which it cord to our minds.

A

Availability heuristic

126
Q

Cognitive biases

A

Systematic errors in thinking

127
Q

Systematic errors in thinking

A

Cognitive biases

128
Q

Hindsight bias

A

tendency to overestimate how well we could have successfully forecasted known outcomes

129
Q

tendency to overestimate how well we could have successfully forecasted known outcomes

A

Hindsight bias

130
Q

Case studies

A

research design that examines one person or a small number of people in depth, often over an extended time period

131
Q

research design that examines one person or a small number of people in depth, often over an extended time period

A

Case studies

132
Q

External validity

A

extent to which we can generalize findings to real-world settings

133
Q

extent to which we can generalize findings to real-world settings

A

External validity

134
Q

Internal validity

A

Extent to which we can draw cause-and-effect inferences from a study.

135
Q

Extent to which we can draw cause-and-effect inferences from a study.

A

Internal validity

136
Q

Existence proof

A

Demonstration that a given psychological phenomenon can occur

137
Q

Demonstration that a given psychological phenomenon can occur

A

Existence proof

138
Q

Random selection

A

procedure that ensures every person in a population has an equal chance of being chosen to participate

139
Q

procedure that ensures every person in a population has an equal chance of being chosen to participate

A

Random selection

140
Q

Response set

A

tendency of research participants to distort their responses to questionnaire items

141
Q

tendency of research participants to distort their responses to questionnaire items

A

Response set

142
Q

Correlation design

A

research design that examines the extent to which two variables are associated

143
Q

research design that examines the extent to which two variables are associated

A

Correlation design

144
Q

Illusory correlation

A

Perception of a statistical association between two variables where none exists

145
Q

Perception of a statistical association between two variables where none exists

A

Illusory correlation

146
Q

Experimental design

A

Characterized by random assignment of participants to conditions and manipulation of an independent variable

147
Q

Characterized by random assignment of participants to conditions and manipulation of an independent variable

A

Experimental design

148
Q

Random assignment

A

randomly sorting participants into groups

149
Q

Random assignment

A

Random assignment

150
Q

Control group

A

In an experiment, the group of participants that doesn’t receive the manipulation

151
Q

In an experiment, the group of participants that doesn’t receive the manipulation

A

Control group

152
Q

Experimental group

A

In an experiment, the group of participants that receives the manipulation

153
Q

In an experiment, the group of participants that receives the manipulation

A

Experimental group

154
Q

Between-subjects design

A

In an experiment, researchers assign different groups to the control or experimental condition

155
Q

In an experiment, researchers assign different groups to the control or experimental condition

A

Between-subjects design

156
Q

Within-subject design

A

In an experiment each participant acts as his or her own control

157
Q

In an experiment each participant acts as his or her own control

A

Within-subject design

158
Q

Operational definition

A

A working definition of what a researcher is measuring

159
Q

A working definition of what a researcher is measuring

A

Operational definition

160
Q

Blind

A

Unaware of whether one is in the experimental or control group

161
Q

Unaware of whether one is in the experimental or control group

A

Blind

162
Q

Placebo effect

A

Improvement resulting from the mere expectation of improvement

163
Q

Improvement resulting from the mere expectation of improvement

A

Placebo effect

164
Q

Double-blind

A

When neither the researchers nor the participants are aware of who’s in the experimental or control group

165
Q

When neither the researchers nor the participants are aware of who’s in the experimental or control group

A

Double-blind

166
Q

Demand characteristics

A

Cues that participants pick up from a study that allow them to generate guesses regarding the researcher’s hypothesis

167
Q

Cues that participants pick up from a study that allow them to generate guesses regarding the researcher’s hypothesis

A

Demand characteristics

168
Q

Central tendency

A

measure of the “central” scores in a data set, or where the group tends to cluster

169
Q

measure of the “central” scores in a data set, or where the group tends to cluster

A

Central tendency

170
Q

variability

A

measure of how loosely or tightly bunched scores are

171
Q

measure of how loosely or tightly bunched scores are

A

variability

172
Q

Range

A

difference between the highest and lowest scores (a measure of dispersion)

173
Q

difference between the highest and lowest scores (a measure of dispersion)

A

range

174
Q

Standard deviation

A

measure of dispersion that takes into account how far each data point is from the mean

175
Q

measure of dispersion that takes into account how far each data point is from the mean

A

Standard deviation

176
Q

“Since event Y followed event X, event Y must have been caused by event X.”

A

Post hoc fallacy

177
Q

Post hoc fallacy

A

“Since event Y followed event X, event Y must have been caused by event X.”

178
Q

Cross-sectional design

A

Research design that examines people of different ages at a single point in time

179
Q

Research design that examines people of different ages at a single point in time

A

Cross-sectional design

180
Q

Cohort effect

A

Effect observed in a sample of participants that results from individuals in the sample growing up at the same time

181
Q

Effect observed in a sample of participants that results from individuals in the sample growing up at the same time

A

Cohort effect

182
Q

Longitudal design

A

Research design that examines development in the same group of people on multiple occasions over time

183
Q

Research design that examines development in the same group of people on multiple occasions over time

A

Longitudal design

184
Q

Gene-environment interaction

A

situation which the effects of genes depend on the environment in which they are expressed

185
Q

situation which the effects of genes depend on the environment in which they are expressed

A

Gene-environment interaction

186
Q

Nature via Nurture

A

Tendency of individuals with certain genetic predispositions to seek out and create environments that permit the expression of those predispositions.

187
Q

Tendency of individuals with certain genetic predispositions to seek out and create environments that permit the expression of those predispositions.

A

Nature via Nurture

188
Q

Gene expression

A

activation or deactivation of genes by environmental experiences throughout development

189
Q

activation or deactivation of genes by environmental experiences throughout development

A

Gene expression

190
Q

Zygote

A

fertilized egg

191
Q

fertilized egg

A

Zygote

192
Q

Blastocyst

A

ball of identical cells early in pregnancy that haven’t yet begun to take on any specific function in a body part

193
Q

ball of identical cells early in pregnancy that haven’t yet begun to take on any specific function in a body part

A

Blastocyst

194
Q

Embryo

A

2nd to 8th week of prenatal developmental, during which limbs, facial features, and major organs of the body take form.

195
Q

2nd to 8th week of prenatal developmental, during which limbs, facial features, and major organs of the body take form.

A

Embryo

196
Q

Fetus

A

period of prenatal development from 9th week until birth after all major organs are established and physical maturation is the primary change.

197
Q

period of prenatal development from 9th week until birth after all major organs are established and physical maturation is the primary change.

A

Fetus

198
Q

Teratogen

A

An environmental factor that can exert a negative impact on prenatal development

199
Q

An environmental factor that can exert a negative impact on prenatal development

A

Teratogen

200
Q

Fetal alcohol spectrum disorder

A

condition resulting from high levels of prenatal alcohol exposure, causing learning disabilities, physical growth retardation, facial malformations and behavioural disorders

201
Q

condition resulting from high levels of prenatal alcohol exposure, causing learning disabilities, physical growth retardation, facial malformations and behavioural disorders

A

Fetal alcohol spectrum disorder

202
Q

Motor behaviour

A

bodily motion that occurs as a result of self-initiated force that moves the bones and muscles

203
Q

bodily motion that occurs as a result of self-initiated force that moves the bones and muscles

A

Motor behaviour

204
Q

Menarche

A

the start of menstruation

205
Q

the start of menstruation

A

Menarche

206
Q

Spremarche

A

boys’ first ejaculation

207
Q

boys’ first ejaculation

A

Spremarche

208
Q

Stages of the scientific method

A 
Step 1: State the problem 
Step 2: Form a hypothesis 
 Step 3: design a study 
Step 4: collect and analyze data 
Step 5: draw conclusions and reporting results
209
Q

Cognitive development

A

Study of how children acquire the ability to learn, think, reason, communicate and remember

210
Q 
Step 1: State the problem 
Step 2: Form a hypothesis 
 Step 3: design a study 
Step 4: collect and analyze data 
Step 5: draw conclusions and reporting results
A

Stages of the scientific method

211
Q

Study of how children acquire the ability to learn, think, reason, communicate and remember

A

Cognitive development

212
Q

Assimilation

A

Piagetian process of absorbing new experience into current knowledge structures

213
Q

Accommodation

A

Piagetian process of altering a belief to make it more compatible with experience

214
Q

Piagetian process of altering a belief to make it more compatible with experience

A

Accommodation

215
Q

Piagetian process of absorbing new experience into current knowledge structures

A

Assimilation

216
Q

Sensorimotor stage

A

stage in Piaget’s theory characterized by a focus on the here and now without the ability to represent experiences mentally. Birth to 2 years: no thought beyond immediate physical experiences.

217
Q

stage in Piaget’s theory characterized by a focus on the here and now without the ability to represent experiences mentally. Birth to 2 years: no thought beyond immediate physical experiences.

A

Sensorimotor stage

218
Q

Object permanence

A

the understanding that objects continue to exist even when out of view

219
Q

the understanding that objects continue to exist even when out of view

A

Object permanence

220
Q

Preoperational stage

A

stage in Piaget’s theory characterized by the ability to construct mental representations of experience, but not yet perform operations on them. 2 to 7 years: egocentric and unable to perform mental transformations

221
Q

stage in Piaget’s theory characterized by the ability to construct mental representations of experience, but not yet perform operations on them. 2 to 7 years: egocentric and unable to perform mental transformations

A

Preoperational stage

222
Q

Concrete operations stage

A

stage in Piaget’s theory characterized by the ability to perform mental operations on physical events only. 7 to 11 years: able to perform mental transformations but only on concrete physical objects.

223
Q

stage in Piaget’s theory characterized by the ability to perform mental operations on physical events only. 7 to 11 years: able to perform mental transformations but only on concrete physical objects.

A

Concrete operations stage

224
Q

Formal operations stage

A

stage in Piaget’s theory characterized by the ability to perform hypothetical reasoning beyond the here and now. 11 to adulthood: able to perform hypothetical and abstract reasoning.

225
Q

stage in Piaget’s theory characterized by the ability to perform hypothetical reasoning beyond the here and now. 11 to adulthood: able to perform hypothetical and abstract reasoning.

A

Formal operations stage

226
Q

Conservation

A

Piagetian task requiring children to understand that despite a transformation in the physical presentation of a given amount, the amount remains the same.

227
Q

Scaffolding

A

Vygotskian learning mechanism in which parents provide initial assistance in children’s learning but gradually remove structure as children become more competent.

228
Q

Lev Vygotsky

A

Developed a theory of cognitive development that emphasized social and cultural information as the key sources of learning.

229
Q

Piagetian task requiring children to understand that despite a transformation in the physical presentation of a given amount, the amount remains the same.

A

Conservation

230
Q

Vygotskian learning mechanism in which parents provide initial assistance in children’s learning but gradually remove structure as children become more competent.

A

Scaffolding

231
Q

Developed a theory of cognitive development that emphasized social and cultural information as the key sources of learning.

A

Lev Vygotsky

232
Q

Zone of proximal development (ZPD)

A

Phase of learning during which children can benefit from instruction

233
Q

Theory of mind

A

Ability to reason about what other people know or believe

234
Q

Ability to reason about what other people know or believe

A

Theory of mind

235
Q

Phase of learning during which children can benefit from instruction

A

Zone of proximal development (ZPD)

236
Q

Temperament

A

basic emotional style that appears early in development and is largely genetic in origin

237
Q

basic emotional style that appears early in development and is largely genetic in origin

A

Temperament

238
Q

Mono-operation bias

A

drawing conclusions on the basis of only a single measure

239
Q

drawing conclusions on the basis of only a single measure

A

Mono-operation bias

240
Q

Average expectable environment

A

environment that provides children with basic needs for affection and discipline

241
Q

environment that provides children with basic needs for affection and discipline

A

Average expectable environment

242
Q

Psychosocial crisis

A

dilemma concerning an individual’s relations to other people

243
Q

dilemma concerning an individual’s relations to other people

A

Psychosocial crisis

244
Q

Emerging adulthood

A

period of life between the ages of 18-25 during which many aspects of emotional development, identity, and personality become solidified.

245
Q

period of life between the ages of 18-25 during which many aspects of emotional development, identity, and personality become solidified.

A

Emerging adulthood

246
Q

Erikson’s 8 stages of human development

A
  1. Infancy
  2. Toddlerhood
  3. Early childhood
  4. Middle childhood
  5. Adolescence
  6. Young adulthood
  7. Adulthood
  8. Aging
247
Q

Infancy

A

Trust vs. Mistrust. Developing general security, optimism and trust in others.

248
Q
  1. Infancy
  2. Toddlerhood
  3. Early childhood
  4. Middle childhood
  5. Adolescence
  6. Young adulthood
  7. Adulthood
  8. Aging
A

Erikson’s 8 stages of human development

249
Q

Trust vs. Mistrust. Developing general security, optimism and trust in others.

A

Infancy

250
Q

Autonomy vs. shame & doubt. Developing a sense of independence and confident self-resilience, taking setbacks in stride.

A

Toddlerhood

251
Q

Toddlerhood

A

Autonomy vs. shame & doubt. Developing a sense of independence and confident self-resilience, taking setbacks in stride.

252
Q

Initiative vs. guilt. Developing initiative in exploring and manipulating the environment.

A

Early childhood

253
Q

Early childhood

A

Initiative vs. guilt. Developing initiative in exploring and manipulating the environment.

254
Q

Industry vs. inferiority. Enjoyment and mastery of the developmental tasks of childhood, in and out of school.

A

Middle childhood

255
Q

Middle childhood

A

Industry vs. inferiority. Enjoyment and mastery of the developmental tasks of childhood, in and out of school.

256
Q

Identity vs. role confusion. Achievement of a stable and satisfying sense of role and direction.

A

Adolescence

257
Q

Adolescence

A

Identity vs. role confusion. Achievement of a stable and satisfying sense of role and direction.

258
Q

Intimacy vs. isolation. Development of the ability to maintain intimate personal relationships.

A

Young adulthood

259
Q

Young adulthood

A

Intimacy vs. isolation. Development of the ability to maintain intimate personal relationships.

260
Q

Generativity vs. stagnation. Satisfaction of personal and familial needs supplemented by development of interest in the welfare of others and the world in general.

A

Adulthood

261
Q

Adulthood

A

Generativity vs. stagnation. Satisfaction of personal and familial needs supplemented by development of interest in the welfare of others and the world in general.

262
Q

Ego integrity vs. despair. Recognizing and adjusting to aging and the prospect of death with a sense of satisfaction about the future.

A

Aging

263
Q

Aging

A

Ego integrity vs. despair. Recognizing and adjusting to aging and the prospect of death with a sense of satisfaction about the future.

264
Q

Stability versus Change

A

centers on the permanence of initial personality traits. Some developmental psychologists argue that personality traits seen in infancy persist through a person’s entire life, while others disagree

265
Q

centers on the permanence of initial personality traits. Some developmental psychologists argue that personality traits seen in infancy persist through a person’s entire life, while others disagree

A

Stability versus Change

266
Q

whether children are ___________ contributors to their own development or, rather, ____________ recipients of environmental influence.

A

Activity versus Passivity

267
Q

Activity versus Passivity

A

whether children are ___________ contributors to their own development or, rather, ____________ recipients of environmental influence.

268
Q

To explain how people change through the course of their lives, the ________ theory says that someone changes throughout their life along a smooth course while the _______ theory instead contends that people change abruptly.

A

Continuity versus Discontinuity

269
Q

Continuity versus Discontinuity

A

To explain how people change through the course of their lives, the ________ theory says that someone changes throughout their life along a smooth course while the _______ theory instead contends that people change abruptly.

270
Q

Proximadistal

A

Latin for “near to far”. Growth begins at the centre of the body and proceeds to the extremities.

271
Q

Latin for “near to far”. Growth begins at the centre of the body and proceeds to the extremities.

A

Proximadistal

272
Q

Nocebo effect

A

when a person experiences harmful, unpleasant, or undesirable side effects after a placebo medical treatment

273
Q

when a person experiences harmful, unpleasant, or undesirable side effects after a placebo medical treatment

A

Nocebo effect

274
Q

James Mark Baldwin

A

First psych lab/(psychologist?) in Canada

275
Q

First psych lab/(psychologist?) in Canada

A

James Mark Baldwin

276
Q

Babinski

A

fanning of toes when foot stroked. Newborn reflex.

277
Q

involves outstretching of arms and legs, and crying, in response to a loud noise

A

Moro reflex

278
Q

Moro reflex

A

involves outstretching of arms and legs, and crying, in response to a loud noise

279
Q

fanning of toes when foot stroked. Newborn reflex.

A

Babinski

280
Q

the head is turned toward a light touch

A

Rooting reflex

281
Q

Rooting reflex

A

the head is turned toward a light touch

282
Q

produced in response to a finger or a nipple in the baby’s mouth

A

Sucking reflex

283
Q

Sucking reflex

A

produced in response to a finger or a nipple in the baby’s mouth

284
Q

takes place in response to an object being pressed into the palm

A

grasping reflex

285
Q

grasping reflex

A

takes place in response to an object being pressed into the palm

286
Q

Examples of favorable stimuli to infants

A
  • curved patterns over straight ones
  • more complex patterns
  • normal faces over random patterns
287
Q

Who is the founder of Gestalt psychology?

A

Max Wertheimer (Germany)

288
Q

Who brought functionalism to North America?

A

John Dewey

289
Q

Max Wertheimer (Germany)

A

Who is the founder of Gestalt psychology?

290
Q

John Dewey

A

Who brought functionalism to North America?

291
Q

Who was the first female psychologist in Canada?

A

Brenda Milner

292
Q

Brenda Milner

A

Who was the first female psychologist in Canada?

293
Q

Insecure-anxious attachment

A

Child reacts with panic when mother leaves
Show mixed feelings of anger and closeness when reunited with mother
Some researchers call “anxious ambivalent”

294
Q

Child reacts with panic when mother leaves
Show mixed feelings of anger and closeness when reunited with mother
Some researchers call “anxious ambivalent”

A

Insecure-anxious attachment

295
Q

Heteronomous Morality

A

Morality based on what others (parents) tell them is right or wrong (Directed by someone else)

296
Q

Morality based on what others (parents) tell them is right or wrong (Directed by someone else)

A

Heteronomous Morality

297
Q

Autonomous Morality

A

Self-directed morality

Allows individual to recognize situational factors that affect perceptions

298
Q

Self-directed morality

Allows individual to recognize situational factors that affect perceptions

A

Autonomous Morality

299
Q

Preconventional Morality

A

in which decisions about right and wrong are based on avoiding punishment and obtaining benefits
focus on punishment and reward

300
Q

in which decisions about right and wrong are based on avoiding punishment and obtaining benefits
focus on punishment and reward

A

Preconventional Morality

301
Q

Conventional Morality

A

societal rules are internalized and children conform to avoid the disapproval of others
focus on societal values

302
Q

societal rules are internalized and children conform to avoid the disapproval of others
focus on societal values

A

Conventional Morality

303
Q

ex post facto study

A

employed when researchers want to compare groups of individuals with pre-existing differences (e.g., gender)
No manipulation

304
Q

employed when researchers want to compare groups of individuals with pre-existing differences (e.g., gender)
No manipulation

A

ex post facto study

305
Q

Postconventional Morality

A

a person moves beyond fixed rules and laws, and judgments are based on one’s perception of societal needs
focus on internal moral principles

306
Q

a person moves beyond fixed rules and laws, and judgments are based on one’s perception of societal needs
focus on internal moral principles

A

Postconventional Morality

Psych 101 (3 decks)

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