Midterm 1 Flashcards
1
Q
Independent Variable (IV)
A
Variable the experimenter manipulates.
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.
3
Q
William James
A
Founder of American Psychology
4
Q
Variable the experimenter manipulates.
A
Independent Variable (IV)
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)
6
Q
Founder of American Psychology
A
William James
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)
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
9
Q
Psychology
A
The scientific study of the mind, brain, and behaviour
10
Q
The scientific study of the mind, brain, and behaviour
A
Psychology
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.
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
13
Q
Multiply determined
A
Caused by many factors
14
Q
Caused by many factors
A
Multiply determined
15
Q
Individual differences
A
Variations among people in their thinking, emotion, personality and behaviour.
16
Q
Variations among people in their thinking, emotion, personality and behaviour.
A
Individual differences
17
Q
Naive realism
A
Belief that we see the world precisely as it is
18
Q
Belief that we see the world precisely as it is
A
Naive realism
19
Q
Scientific theory
A
Explanation for a large number of findings in the natural world
20
Q
Explanation for a large number of findings in the natural world
A
Scientific theory
21
Q
Hypothesis
A
testable prediction derived from a scientific theory
22
Q
Testable prediction derived from a scientific theory
A
Hypothesis
23
Q
Confirmation Bias
A
Tendency to seek out evidence that supports our hypotheses and deny, dismiss or distort evidence that contradicts them
24
Q
Tendency to seek out evidence that supports our hypotheses and deny, dismiss or distort evidence that contradicts them
A
Confirmation Bias
25
Belief perseverance
Tendency to stick to our initial beliefs even when evidence contradicts them
26
Tendency to stick to our initial beliefs even when evidence contradicts them
Belief perseverance
27
Metaphysical claims
Assertation about the world that is not testable
28
Assertation about the world that is not testable
Metaphysical claims
29
Pseudoscience
set of claims that seems scientific but isn't
ex: miracle weight loss program
30
set of claims that seems scientific but isn't
ex: miracle weight loss program
Pseudoscience
31
Ad Hoc Immunizing Hypothesis
Loophole that defenders of a theory use to protect their theory from falsification.
32
Loophole that defenders of a theory use to protect their theory from falsification.
Ad Hoc Immunizing Hypothesis
33
Signs of pseudoscience (7)
- 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"
34
Pareidolia
Tendency to perceive meaningful images in meaningless visual stimuli.
35
Tendency to perceive meaningful images in meaningless visual stimuli.
Pareidolia
36
Apophenia
Tendency to perceive meaningful connections among unrelated phenomena.
37
Tendency to perceive meaningful connections among unrelated phenomena.
Apophenia
38
Terror management theory
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.
39
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.
Terror management theory
40
Emotional reasoning fallacy
Error of using our emotions as guides for evaluating the validity of a claim.
41
Error of using our emotions as guides for evaluating the validity of a claim.
Emotional reasoning fallacy
42
Bandwagon fallacy
Error of assuming that a claim is correct just because many people believe it
43
Error of assuming that a claim is correct just because many people believe it
Bandwagon fallacy
44
Either-or fallacy
Error of framing a question as though we can answer it in only one of two extreme ways
45
Error of framing a question as though we can answer it in only one of two extreme ways
Either-or fallacy
46
Not me fallacy
Error of believing we are immune from errors (in thinking) that afflict other people
47
Error of believing we are immune from errors (in thinking) that afflict other people
Not me fallacy
48
Appeal to authority fallacy
Error of accepting a claim merely because an authority figure endorses it
49
Error of accepting a claim merely because an authority figure endorses it
Appeal to authority fallacy
50
Genetic fallacy
Error of confusing the correctness of a belief with its origins or genesis
51
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
Genetic fallacy
52
Genetic fallacy
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
53
Error of confusing the correctness of a belief with its origins or genesis
Genetic fallacy
54
Argument from antiquity fallacy
Error of assuming that a belief must be valid just because it's been around for a long time
55
Error of assuming that a belief must be valid just because it's been around for a long time
Argument from antiquity fallacy
56
Argument from adverse consequences fallacy
Error of confusing the validity of an idea with its potential real-world consequences
57
Error of confusing the validity of an idea with its potential real-world consequences
Argument from adverse consequences fallacy
58
Appeal to ignorance fallacy
Error of assuming that a claim must be true because no one has shown it to be false
59
Error of assuming that a claim must be true because no one has shown it to be false
Appeal to ignorance fallacy
60
Naturalistic fallacy
Error of inferring a moral judgement from a scientific fact
61
Error of inferring a moral judgement from a scientific fact
Naturalistic fallacy
62
Hasty generalization fallacy
Error of drawing a conclusion on the basis of insufficient evidence
63
Error of drawing a conclusion on the basis of insufficient evidence
Hasty generalization fallacy
64
Circular reasoning fallacy
Error of basing a claim on the same claim reworded in slightly different terms
65
Error of basing a claim on the same claim reworded in slightly different terms
Circular reasoning fallacy
66
Scientific skepticism
approach of evaluating all claims with an open mind but insisting on persuasive evidence before accepting them
67
approach of evaluating all claims with an open mind but insisting on persuasive evidence before accepting them
Scientific skepticism
68
Six principles of scientific thinking
- Ruling out rival hypotheses
- Correlation vs. Causation
- Falsifiability
- Replicability
- Extraordinary claims
- Occam's Razor
69
- Ruling out rival hypotheses
- Correlation vs. Causation
- Falsifiability
- Replicability
- Extraordinary claims
- Occam's Razor
Six principles of scientific thinking
70
Ruling out rival hypotheses
findings consistent with several hypotheses require additional research to eliminate these hypotheses.
71
findings consistent with several hypotheses require additional research to eliminate these hypotheses.
Ruling out rival hypotheses
72
Correlation vs. causation
a phrase used in statistics to emphasize that two things are associated with each other doesn’t mean that one causes the other.
73
a phrase used in statistics to emphasize that two things are associated with each other doesn’t mean that one causes the other.
Correlation vs. causation
74
claims must be capable of being disproved.
Falsifiability
75
Falsifiability
claims must be capable of being disproved.
76
a finding must be capable of being duplicated by independent researchers following the same “recipe”/“formula”.
Replicability
77
Replicability
a finding must be capable of being duplicated by independent researchers following the same “recipe”/“formula”.
78
the more a claim contradicts what we already know, the more persuasive the evidence must be before we should accept it.
Extraordinary claims
79
Extraordinary claims
the more a claim contradicts what we already know, the more persuasive the evidence must be before we should accept it.
80
Occam’s razor
if two hypotheses explain a phenomenon equally well, we should generally select the simpler one.
81
if two hypotheses explain a phenomenon equally well, we should generally select the simpler one.
Occam’s razor
82
Structuralism
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.
83
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.
Structuralism
84
Wilhelm Wundt
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.
85
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.
Wilhelm Wundt
86
Gestalt psychology
________ psychology tries to understand the laws of our ability to acquire and maintain meaningful perceptions in an apparently chaotic world. Founder: Max Wertheimer
87
________ psychology tries to understand the laws of our ability to acquire and maintain meaningful perceptions in an apparently chaotic world.
Gestalt psychology
88
Functionalism
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.
89
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.
Functionalism
90
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
Behaviourism
91
Behaviourism
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
92
Who is the founder of Behaviourism?
John B. Watson
93
John B. Watson
Who is the founder of Behaviourism?
94
William James (Influenced by Charles Darwin)
Who is the founder of Functionalism?
95
Who is the founder of Functionalism?
William James (Influenced by Charles Darwin)
96
Who is the founder of Structuralism?
Wilhelm Wundt and his assistant, Edward Titchener.
97
Wilhelm Wundt and his assistant, Edward Titchener.
Who is the founder of Structuralism?
98
Introspection
method by which trained observers carefully reflect and report on their mental experiences
99
method by which trained observers carefully reflect and report on their mental experiences
Introspection
100
Who is the founder of Cognitivism?
Jean Piaget & Ulric Neisser
101
Jean Piaget & Ulric Neisser
Who is the founder of Cognitivism?
102
________ 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.
Cognitive Psychology
103
Cognitive Psychology
________ 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.
104
Natural selection
Principle that organisms that possess adaptations survive and reproduce at a higher rate than other organisms
105
Principle that organisms that possess adaptations survive and reproduce at a higher rate than other organisms
Natural selection
106
Cognitive neuroscience
Examines the relation between brain functioning and thinking
107
Examines the relation between brain functioning and thinking
Cognitive neuroscience
108
Who is the founder of Psychoanalysis?
Sigmund Freud.
109
Sigmund Freud.
Who is the founder of Psychoanalysis?
110
Focuses on the internal psychological processes of which we're unaware. Founder:
Psychoanalysis
111
Psychoanalysis
Focuses on the internal psychological processes of which we're unaware. Founder:
112
Nature VS. Nurture
Whether a person's development is predisposed in his DNA, or a majority of it is influenced by this life experiences and his environment
113
Whether a person's development is predisposed in his DNA, or a majority of it is influenced by this life experiences and his environment
Nature VS. Nurture
114
Evolutionary psychology
Discipline that applies Darwin's theory of natural selection to human and animal behaviour.
115
Discipline that applies Darwin's theory of natural selection to human and animal behaviour.
Evolutionary psychology
116
Prefrontal lobotomy
Surgical procedure that serves fibres connecting the frontal lobes of the brain from the underlying thalamus
117
Surgical procedure that serves fibres connecting the frontal lobes of the brain from the underlying thalamus
Prefrontal lobotomy
118
Heuristic
Mental shortcut that helps us to streamline our thinking and make sense of our world.
119
Mental shortcut that helps us to streamline our thinking and make sense of our world.
Heuristic
120
Representativeness heuristic
heuristic that involves judging the probability of an event by its superficial similarity to a prototype.
121
heuristic that involves judging the probability of an event by its superficial similarity to a prototype.
Representativeness heuristic
122
Base rate
How common a characteristic or behaviour is in the general population
123
How common a characteristic or behaviour is in the general population
Base rate
124
Availability heuristic
heuristic that involves estimating the likelihood of an occurrence based on the ease with which it cord to our minds.
125
heuristic that involves estimating the likelihood of an occurrence based on the ease with which it cord to our minds.
Availability heuristic
126
Cognitive biases
Systematic errors in thinking
127
Systematic errors in thinking
Cognitive biases
128
Hindsight bias
tendency to overestimate how well we could have successfully forecasted known outcomes
129
tendency to overestimate how well we could have successfully forecasted known outcomes
Hindsight bias
130
Case studies
research design that examines one person or a small number of people in depth, often over an extended time period
131
research design that examines one person or a small number of people in depth, often over an extended time period
Case studies
132
External validity
extent to which we can generalize findings to real-world settings
133
extent to which we can generalize findings to real-world settings
External validity
134
Internal validity
Extent to which we can draw cause-and-effect inferences from a study.
135
Extent to which we can draw cause-and-effect inferences from a study.
Internal validity
136
Existence proof
Demonstration that a given psychological phenomenon can occur
137
Demonstration that a given psychological phenomenon can occur
Existence proof
138
Random selection
procedure that ensures every person in a population has an equal chance of being chosen to participate
139
procedure that ensures every person in a population has an equal chance of being chosen to participate
Random selection
140
Response set
tendency of research participants to distort their responses to questionnaire items
141
tendency of research participants to distort their responses to questionnaire items
Response set
142
Correlation design
research design that examines the extent to which two variables are associated
143
research design that examines the extent to which two variables are associated
Correlation design
144
Illusory correlation
Perception of a statistical association between two variables where none exists
145
Perception of a statistical association between two variables where none exists
Illusory correlation
146
Experimental design
Characterized by random assignment of participants to conditions and manipulation of an independent variable
147
Characterized by random assignment of participants to conditions and manipulation of an independent variable
Experimental design
148
Random assignment
randomly sorting participants into groups
149
Random assignment
Random assignment
150
Control group
In an experiment, the group of participants that doesn't receive the manipulation
151
In an experiment, the group of participants that doesn't receive the manipulation
Control group
152
Experimental group
In an experiment, the group of participants that receives the manipulation
153
In an experiment, the group of participants that receives the manipulation
Experimental group
154
Between-subjects design
In an experiment, researchers assign different groups to the control or experimental condition
155
In an experiment, researchers assign different groups to the control or experimental condition
Between-subjects design
156
Within-subject design
In an experiment each participant acts as his or her own control
157
In an experiment each participant acts as his or her own control
Within-subject design
158
Operational definition
A working definition of what a researcher is measuring
159
A working definition of what a researcher is measuring
Operational definition
160
Blind
Unaware of whether one is in the experimental or control group
161
Unaware of whether one is in the experimental or control group
Blind
162
Placebo effect
Improvement resulting from the mere expectation of improvement
163
Improvement resulting from the mere expectation of improvement
Placebo effect
164
Double-blind
When neither the researchers nor the participants are aware of who's in the experimental or control group
165
When neither the researchers nor the participants are aware of who's in the experimental or control group
Double-blind
166
Demand characteristics
Cues that participants pick up from a study that allow them to generate guesses regarding the researcher's hypothesis
167
Cues that participants pick up from a study that allow them to generate guesses regarding the researcher's hypothesis
Demand characteristics
168
Central tendency
measure of the "central" scores in a data set, or where the group tends to cluster
169
measure of the "central" scores in a data set, or where the group tends to cluster
Central tendency
170
variability
measure of how loosely or tightly bunched scores are
171
measure of how loosely or tightly bunched scores are
variability
172
Range
difference between the highest and lowest scores (a measure of dispersion)
173
difference between the highest and lowest scores (a measure of dispersion)
range
174
Standard deviation
measure of dispersion that takes into account how far each data point is from the mean
175
measure of dispersion that takes into account how far each data point is from the mean
Standard deviation
176
"Since event Y followed event X, event Y must have been caused by event X."
Post hoc fallacy
177
Post hoc fallacy
"Since event Y followed event X, event Y must have been caused by event X."
178
Cross-sectional design
Research design that examines people of different ages at a single point in time
179
Research design that examines people of different ages at a single point in time
Cross-sectional design
180
Cohort effect
Effect observed in a sample of participants that results from individuals in the sample growing up at the same time
181
Effect observed in a sample of participants that results from individuals in the sample growing up at the same time
Cohort effect
182
Longitudal design
Research design that examines development in the same group of people on multiple occasions over time
183
Research design that examines development in the same group of people on multiple occasions over time
Longitudal design
184
Gene-environment interaction
situation which the effects of genes depend on the environment in which they are expressed
185
situation which the effects of genes depend on the environment in which they are expressed
Gene-environment interaction
186
Nature via Nurture
Tendency of individuals with certain genetic predispositions to seek out and create environments that permit the expression of those predispositions.
187
Tendency of individuals with certain genetic predispositions to seek out and create environments that permit the expression of those predispositions.
Nature via Nurture
188
Gene expression
activation or deactivation of genes by environmental experiences throughout development
189
activation or deactivation of genes by environmental experiences throughout development
Gene expression
190
Zygote
fertilized egg
191
fertilized egg
Zygote
192
Blastocyst
ball of identical cells early in pregnancy that haven't yet begun to take on any specific function in a body part
193
ball of identical cells early in pregnancy that haven't yet begun to take on any specific function in a body part
Blastocyst
194
Embryo
2nd to 8th week of prenatal developmental, during which limbs, facial features, and major organs of the body take form.
195
2nd to 8th week of prenatal developmental, during which limbs, facial features, and major organs of the body take form.
Embryo
196
Fetus
period of prenatal development from 9th week until birth after all major organs are established and physical maturation is the primary change.
197
period of prenatal development from 9th week until birth after all major organs are established and physical maturation is the primary change.
Fetus
198
Teratogen
An environmental factor that can exert a negative impact on prenatal development
199
An environmental factor that can exert a negative impact on prenatal development
Teratogen
200
Fetal alcohol spectrum disorder
condition resulting from high levels of prenatal alcohol exposure, causing learning disabilities, physical growth retardation, facial malformations and behavioural disorders
201
condition resulting from high levels of prenatal alcohol exposure, causing learning disabilities, physical growth retardation, facial malformations and behavioural disorders
Fetal alcohol spectrum disorder
202
Motor behaviour
bodily motion that occurs as a result of self-initiated force that moves the bones and muscles
203
bodily motion that occurs as a result of self-initiated force that moves the bones and muscles
Motor behaviour
204
Menarche
the start of menstruation
205
the start of menstruation
Menarche
206
Spremarche
boys' first ejaculation
207
boys' first ejaculation
Spremarche
208
Stages of the scientific method
```
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
Cognitive development
Study of how children acquire the ability to learn, think, reason, communicate and remember
210
```
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
```
Stages of the scientific method
211
Study of how children acquire the ability to learn, think, reason, communicate and remember
Cognitive development
212
Assimilation
Piagetian process of absorbing new experience into current knowledge structures
213
Accommodation
Piagetian process of altering a belief to make it more compatible with experience
214
Piagetian process of altering a belief to make it more compatible with experience
Accommodation
215
Piagetian process of absorbing new experience into current knowledge structures
Assimilation
216
Sensorimotor stage
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
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.
Sensorimotor stage
218
Object permanence
the understanding that objects continue to exist even when out of view
219
the understanding that objects continue to exist even when out of view
Object permanence
220
Preoperational stage
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
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
Preoperational stage
222
Concrete operations stage
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
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.
Concrete operations stage
224
Formal operations stage
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
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.
Formal operations stage
226
Conservation
Piagetian task requiring children to understand that despite a transformation in the physical presentation of a given amount, the amount remains the same.
227
Scaffolding
Vygotskian learning mechanism in which parents provide initial assistance in children's learning but gradually remove structure as children become more competent.
228
Lev Vygotsky
Developed a theory of cognitive development that emphasized social and cultural information as the key sources of learning.
229
Piagetian task requiring children to understand that despite a transformation in the physical presentation of a given amount, the amount remains the same.
Conservation
230
Vygotskian learning mechanism in which parents provide initial assistance in children's learning but gradually remove structure as children become more competent.
Scaffolding
231
Developed a theory of cognitive development that emphasized social and cultural information as the key sources of learning.
Lev Vygotsky
232
Zone of proximal development (ZPD)
Phase of learning during which children can benefit from instruction
233
Theory of mind
Ability to reason about what other people know or believe
234
Ability to reason about what other people know or believe
Theory of mind
235
Phase of learning during which children can benefit from instruction
Zone of proximal development (ZPD)
236
Temperament
basic emotional style that appears early in development and is largely genetic in origin
237
basic emotional style that appears early in development and is largely genetic in origin
Temperament
238
Mono-operation bias
drawing conclusions on the basis of only a single measure
239
drawing conclusions on the basis of only a single measure
Mono-operation bias
240
Average expectable environment
environment that provides children with basic needs for affection and discipline
241
environment that provides children with basic needs for affection and discipline
Average expectable environment
242
Psychosocial crisis
dilemma concerning an individual's relations to other people
243
dilemma concerning an individual's relations to other people
Psychosocial crisis
244
Emerging adulthood
period of life between the ages of 18-25 during which many aspects of emotional development, identity, and personality become solidified.
245
period of life between the ages of 18-25 during which many aspects of emotional development, identity, and personality become solidified.
Emerging adulthood
246
Erikson's 8 stages of human development
1. Infancy
2. Toddlerhood
3. Early childhood
4. Middle childhood
5. Adolescence
6. Young adulthood
7. Adulthood
8. Aging
247
Infancy
Trust vs. Mistrust. Developing general security, optimism and trust in others.
248
1. Infancy
2. Toddlerhood
3. Early childhood
4. Middle childhood
5. Adolescence
6. Young adulthood
7. Adulthood
8. Aging
Erikson's 8 stages of human development
249
Trust vs. Mistrust. Developing general security, optimism and trust in others.
Infancy
250
Autonomy vs. shame & doubt. Developing a sense of independence and confident self-resilience, taking setbacks in stride.
Toddlerhood
251
Toddlerhood
Autonomy vs. shame & doubt. Developing a sense of independence and confident self-resilience, taking setbacks in stride.
252
Initiative vs. guilt. Developing initiative in exploring and manipulating the environment.
Early childhood
253
Early childhood
Initiative vs. guilt. Developing initiative in exploring and manipulating the environment.
254
Industry vs. inferiority. Enjoyment and mastery of the developmental tasks of childhood, in and out of school.
Middle childhood
255
Middle childhood
Industry vs. inferiority. Enjoyment and mastery of the developmental tasks of childhood, in and out of school.
256
Identity vs. role confusion. Achievement of a stable and satisfying sense of role and direction.
Adolescence
257
Adolescence
Identity vs. role confusion. Achievement of a stable and satisfying sense of role and direction.
258
Intimacy vs. isolation. Development of the ability to maintain intimate personal relationships.
Young adulthood
259
Young adulthood
Intimacy vs. isolation. Development of the ability to maintain intimate personal relationships.
260
Generativity vs. stagnation. Satisfaction of personal and familial needs supplemented by development of interest in the welfare of others and the world in general.
Adulthood
261
Adulthood
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
Ego integrity vs. despair. Recognizing and adjusting to aging and the prospect of death with a sense of satisfaction about the future.
Aging
263
Aging
Ego integrity vs. despair. Recognizing and adjusting to aging and the prospect of death with a sense of satisfaction about the future.
264
Stability versus Change
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
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
Stability versus Change
266
whether children are ___________ contributors to their own development or, rather, ____________ recipients of environmental influence.
Activity versus Passivity
267
Activity versus Passivity
whether children are ___________ contributors to their own development or, rather, ____________ recipients of environmental influence.
268
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.
Continuity versus Discontinuity
269
Continuity versus Discontinuity
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
Proximadistal
Latin for “near to far”. Growth begins at the centre of the body and proceeds to the extremities.
271
Latin for “near to far”. Growth begins at the centre of the body and proceeds to the extremities.
Proximadistal
272
Nocebo effect
when a person experiences harmful, unpleasant, or undesirable side effects after a placebo medical treatment
273
when a person experiences harmful, unpleasant, or undesirable side effects after a placebo medical treatment
Nocebo effect
274
James Mark Baldwin
First psych lab/(psychologist?) in Canada
275
First psych lab/(psychologist?) in Canada
James Mark Baldwin
276
Babinski
fanning of toes when foot stroked. Newborn reflex.
277
involves outstretching of arms and legs, and crying, in response to a loud noise
Moro reflex
278
Moro reflex
involves outstretching of arms and legs, and crying, in response to a loud noise
279
fanning of toes when foot stroked. Newborn reflex.
Babinski
280
the head is turned toward a light touch
Rooting reflex
281
Rooting reflex
the head is turned toward a light touch
282
produced in response to a finger or a nipple in the baby’s mouth
Sucking reflex
283
Sucking reflex
produced in response to a finger or a nipple in the baby’s mouth
284
takes place in response to an object being pressed into the palm
grasping reflex
285
grasping reflex
takes place in response to an object being pressed into the palm
286
Examples of favorable stimuli to infants
- curved patterns over straight ones
- more complex patterns
- normal faces over random patterns
287
Who is the founder of Gestalt psychology?
Max Wertheimer (Germany)
288
Who brought functionalism to North America?
John Dewey
289
Max Wertheimer (Germany)
Who is the founder of Gestalt psychology?
290
John Dewey
Who brought functionalism to North America?
291
Who was the first female psychologist in Canada?
Brenda Milner
292
Brenda Milner
Who was the first female psychologist in Canada?
293
Insecure-anxious attachment
Child reacts with panic when mother leaves
Show mixed feelings of anger and closeness when reunited with mother
Some researchers call “anxious ambivalent”
294
Child reacts with panic when mother leaves
Show mixed feelings of anger and closeness when reunited with mother
Some researchers call “anxious ambivalent”
Insecure-anxious attachment
295
Heteronomous Morality
Morality based on what others (parents) tell them is right or wrong (Directed by someone else)
296
Morality based on what others (parents) tell them is right or wrong (Directed by someone else)
Heteronomous Morality
297
Autonomous Morality
Self-directed morality
| Allows individual to recognize situational factors that affect perceptions
298
Self-directed morality
| Allows individual to recognize situational factors that affect perceptions
Autonomous Morality
299
Preconventional Morality
in which decisions about right and wrong are based on avoiding punishment and obtaining benefits
focus on punishment and reward
300
in which decisions about right and wrong are based on avoiding punishment and obtaining benefits
focus on punishment and reward
Preconventional Morality
301
Conventional Morality
societal rules are internalized and children conform to avoid the disapproval of others
focus on societal values
302
societal rules are internalized and children conform to avoid the disapproval of others
focus on societal values
Conventional Morality
303
ex post facto study
employed when researchers want to compare groups of individuals with pre-existing differences (e.g., gender)
No manipulation
304
employed when researchers want to compare groups of individuals with pre-existing differences (e.g., gender)
No manipulation
ex post facto study
305
Postconventional Morality
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
a person moves beyond fixed rules and laws, and judgments are based on one’s perception of societal needs
focus on internal moral principles
Postconventional Morality
