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PSYCH SCIENCE APPLIED > MIDTERM #1 > Flashcards

MIDTERM #1 Flashcards

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1
Q

the professional application of psychological knowledge to the solution of problems associated with human behavior

A

applied psychology

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2
Q

What is an example of clinical psychology?

A

treating mental health problems

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3
Q

what is an example of counseling psychology?

A

therapeutic practices

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4
Q

what is an example of educational psychology?

A

educational practice and learning

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5
Q

what is an example of occupational psychology?

A

improving organizations

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6
Q

what is an example of health psychology?

A

human health behavior problems

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7
Q

what is an example of sports & exercise psychology?

A

enhancing sport performance

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8
Q

what is an example of forensic psychology?

A

applications in criminal justice system

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9
Q

what is an example of neuropsychology?

A

study and function of brain processes

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10
Q

practice whose efficacy has been proven through research using the scientific method

A

evidence-based practice

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11
Q

what are the 3 characteristics of the scientific approach?

A

systematic empiricism, empirical questions, and public knowledge

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12
Q

carefully planning, making, recording, and analyzing observations about the natural world

A

systematic empiricism

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13
Q

questions about the way the world actually is; can be answered by systematically observing it

A

empirical questions

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14
Q

the publishing of knowledge after scientists ask empirical questions, make systematic observations, and draw conclusions

A

public knowledge

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15
Q

What must be true about scientific claims?

A

they must be falsifiable

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16
Q

refers to activities and beliefs that are claimed to be scientific by their proponents—and may
appear to be scientific at first glance—but are not

A

pseudoscience

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17
Q

what are the key differences between science and pseudoscience?

A

pseudoscience might lack:
- systematic empiricism
- public knowledge
pseudoscience does not address empirical questions (not falsifiable)

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18
Q

intuitive beliefs about people’s behavior, thoughts, and feelings

A

folk psychology

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19
Q

what is the process of scientific research (scientific method)?

A

1) formulate a research question
2) conduct a study to answer question
3) analyze the data
4) draw conclusions
5) publish results

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20
Q

conducted primarily for the sake of achieving a more detailed and accurate understanding of human behavior, without necessarily trying to address any particular practical problem

A

basic research

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21
Q

conducted primarily to address some practical problem

A

applied research

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22
Q

Why does psychology rely on science rather than common sense?

A

People’s intuitions about human behavior (folk psychology) often turn out to be wrong

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23
Q

we tend to focus on cases that confirm our intuitive beliefs and not on cases that disconfirm them

A

confirmation bias

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24
Q

when there is often not enough evidence to fully evaluate a belief or claim

A

tolerance for uncertainty

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25
Q

quantity or quality that varies across people

or situations

A

variable

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26
Q

a definition of the variable in terms of precisely how it is to be measured

A

operational definition

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27
Q

a statistic used to measure the strength of a correlation between quantitative variables

A

Pearson’s r

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28
Q

a type of study designed specifically to answer the question of whether there is a causal relationship between two variables

A

experiment

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29
Q

When is an experiment high in internal validity?

A

when the way it was conducted supports the conclusion that

the independent variable caused any observed differences in the dependent variable

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30
Q

when is an experiment high in external validity?

A

when the way it was conducted supports generalizing the results to people and situations beyond those actually studied

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31
Q

What 3 conditions must be met before we can make a causal inference?

A

covariation, time-order relationship, and elimination of plausible alternative causes

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32
Q

How is covariation measured in an experiment?

A

there is a relationship between the independent and dependent variables

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33
Q

how is a time-order relationship measured in an experiment?

A

the presumed cause precedes the effect

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34
Q

how is the elimination of plausible alternative causes measured in an experiment?

A

using control techniques, we rule out other possible causes for the outcome

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35
Q

an extraneous variable that differs on average across

levels of the independent variable

A

confounding variable

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36
Q

experiments that examine the effects of a variable that is not directly under the researcher’s control (student age or gender) on outcomes such as achievement or performance level

A

quasi-experimental designs

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37
Q

a list of all the members of the population from which to select the respondents

A

sampling frame

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38
Q

done in such a way that each individual in the population has an equal probability of being selected for the sample

A

simple random sampling

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39
Q

the population is divided into different subgroups or “strata” (usually based on demographic characteristics) and then a random sample is taken from each “stratum”

A

stratified random sampling

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40
Q

larger clusters of individuals are randomly

sampled and then individuals within each cluster are randomly sampled

A

cluster sampling

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41
Q

occurs when a sample is selected in such a way that it is not representative of the entire population and therefore produces inaccurate results

A

sampling bias

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42
Q

what are the 4 steps of sampling?

A

1) define the population
2) obtain a sampling frame
3) select a sample
4) get data from each element

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43
Q

What does IRB stand for?

A

institutional review board

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44
Q

a committee that is responsible for reviewing research protocols for potential ethical problems

A

IRB (institutional review board)

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45
Q

what are the general things to be

concerned about when seeking ethics approval?

A

make sure the risks of the proposed research are minimized, the benefits outweigh the risks, the research is carried out in a fair manner, and the informed consent procedure is adequate

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46
Q

concerned with the application of psychological theories and research to help us understand how teachers and learners behave, perform, think, feel, and relate to each other in various educational settings

A

educational psychology

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47
Q

What are some aspects of educational psychology/what is studied and improved?

A

students’ functioning and organization in the classroon

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48
Q

an approach to the study of psychology which focuses entirely on observable events and the behaviors associated with them, without referring to the mind and emotions

A

behaviourism

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49
Q

What did Pavlov discover with his dog experiment?

A

classical conditioning

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50
Q

the learning of an association between 2 stimuli, the first of which (the conditioned stimulus) predicts the occurrence of the second (the unconditioned stimulus)

A

classical conditioning

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51
Q

What did Skinner discover with his rat experiment?

A

operant conditioning

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52
Q

the learning of a specific behavior or response because that behavior has certain consequences

A

operant conditioning

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53
Q

How does positive reinforcement work?

A

you behave in a certain way that results in a reward, and as a result, you are more likely to repeat that behavior

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54
Q

how does negative reinforcement work?

A

You behave in a certain way that results in the removal of something unpleasant, and as a result you are more likely to repeat that behavior (ex: doing a paper early)

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55
Q

A consequence that follows a behavior so that you do the behavior less often in the future

A

punishment

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56
Q

a process of reinforcing a series of responses that increasingly resemble the desired final behavior

A

shaping

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57
Q

when do we use shaping?

A

when a desired behavior occurs rarely or not at all

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58
Q

What does ABA stand for?

A

applied behavior analysis

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59
Q

what does ABA (applied behavior analysis) consist of?

A
  • applies behaviorist principles to those with behavioral difficulties
  • functional behavior assessment followed by changes to pattern of reinforcement
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60
Q

Who is ABA (applied behavior analysis) usually used with?

A

children with autism or disruptive class behavior

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61
Q

learning through imitation

A

observational learning

62
Q

an instinctive process of learning the features of other members of the same species that occurs shortly after hatching or birth, usually focused on the mother

A

imprinting

63
Q

What are the four stages and ages of Piaget’s cognitive theory of development?

A

Sensorimotor (0-2 yrs)
preoperational (2-6 yrs)
concrete operational (7-12 yrs)
formal operational (12+ yrs)

64
Q

What are characteristics of the sensorimotor stage of Piaget’s theory?

A
  • direct sensory and motor contact are explored

- object permanence and separation anxiety are developed

65
Q

What are characteristics of the preoperational stage of Piaget’s theory?

A
  • symbols (words and images) are used to represent objects but the child doesn’t reason logically
  • egocentrism
66
Q

What are characteristics of the concrete operational stage of Piaget’s theory?

A
  • logical thinking

- difficulties with abstract reasoning

67
Q

What are characteristics of the formal operational stage of Piaget’s theory?

A
  • understanding of abstract concepts

- engagement in systematic logical reasoning and problem solving

68
Q

a state experienced by a child when encountering new experiences that do not map onto his or her existing schemes

A

disequilibrium

69
Q

what are the main points of Vygotsky’s sociocultural theory?

A
  • social interaction influences cognitive development
  • biological and cultural development do not occur in isolation
  • language plays a major role in cognitive development
70
Q

the distance between what a child can do unaided and what he or she can achieve with the guidance and support of a more competent other

A

zone of proximal development

71
Q

the way in which a child’s efforts to master a new or challenging task can be supported in a flexible and contingent way by adults or more competent partners

A

scaffolding

72
Q

what plays a central role in mental development?

A

language

73
Q

How do teachers play a role in academic motivation?

A

their expectations can act as self-fulfilling prophecies

74
Q

How do parents play a role in academic motivation?

A

parental beliefs and expectations impact self-perceptions and attitudes to learning

75
Q

How do peers play a role in academic motivation?

A
  • peer interactions influence learning and motivation, emotions, and behavior
  • social comparison
  • Peer group difficulties can have negative impact on classroom adjustment
76
Q

what does the information processing theory describe?

A

cognitive development as changes in processing of information

77
Q

What is the capacity of sensory memory?

A

very low

78
Q

What is the duration for sensory memory?

A

2-3 seconds or less

79
Q

What is the capacity of working memory?

A

limited

80
Q

what is the duration of working memory?

A

less than a minute

81
Q

what is the capacity of long term memory?

A

unlimited

82
Q

what is the duration of long term memory?

A

long (permanently)

83
Q

How is attention used in sensory memory?

A

involves active focusing on information

84
Q

including recall and recognition, the process of remembering information stored in long-term memory

A

retrieval

85
Q

repeating information over and over again

A

rehearsal

86
Q

forming associations between information one is trying to learn with information already stored in memory

A

elaboration

87
Q

memory devices that aid in information retention or retrieval in the human memory

A

mnemonic devices

88
Q

What are a few types of mnemonic devices?

A
  • Loci
  • Acronyms
  • Acrostics
  • Songs
89
Q

Once information is stored in memory it has to be reactivated to keep it there. If not reactivated, this process takes place

A

decay

90
Q

a process in which memory is available but has become temporarily unavailable

A

interference

91
Q

the subjective feeling that people have of being confident that they know the target word for which they are searching, yet they cannot recall this word

A

tip-of-the-tongue phenomenon

92
Q

involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills

A

deliberate practice

93
Q

Practice helps students develop expertise in what?

A

subject matter (it helps to distinguish novices from experts in given subjects)

94
Q

Taking a test can serve as a learning opportunity, enhancing memory retention to a greater extent than additional studying

A

the Testing effect

95
Q

What 2 things is the size of the testing effect modulated by?

A

test format & feedback

96
Q

Memory is better for repeated information if repetitions occur spaced over time than if they occur massed, one after another

A

spacing effect`

97
Q

the tendency, when learning information in a long list, to more likely recall the first and last items

A

serial position effect

98
Q

recalling the first items on a long list

A

primacy effect

99
Q

recalling the last items on a long list

A

recency effect

100
Q
  • importance of humility, freedom from conventional standards of judgment, knowledge of oneself
  • the ability to solve problems, to adapt to new environments, to learn from new experiences
A

intelligence

101
Q

What categories do Sternberg’s theory of intelligence fall under?

A

domain-general and qualitative

102
Q

In Sternberg’s theory, what are the 3 abilities that intelligence is comprised of?

A

analytic intelligence
creative intelligence
practical intelligence

103
Q

What categories do Gardner’s theory of intelligence fall under?

A

domain-specific and qualitative

104
Q

What is the main point of Gardner’s theory?

A

argues for existence of several relatively independent human intelligences (ex. linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, naturalist intelligence)

105
Q

What categories do Spearman’s Single-factor theory fall under?

A

domain-general and psychometric

106
Q

what is explained in Spearman’s theory?

A

General mental ability & general intelligence

107
Q

the ability to use skills, knowledge, and experience

A

crystallized intelligence

108
Q

the ability to find and solve novel, abstract problems

A

fluid intelligence

109
Q

used a single number, known as the intelligence quotient (IQ), to represent an individual’s score on the test

A

Stanford-Binet Intelligence Scale

110
Q

a score derived from one of several different standardized tests designed to assess intelligence within a certain age group

A

intelligence quotient (IQ)

111
Q

ability to create work that is novel, high in quality and appropriate

A

creativity

112
Q

What do you need to do in order to be creative?

A
  • view things in new ways/from a different perspective

- be able to generate new possibilities or alternatives

113
Q

What does IDEA stand for?

A

Individuals with Disabilities Education Act

114
Q

Who does IDEA protect?

A
  • protects students with at least 1 of 13 qualifying categories of disability who ALSO need specialized support and instruction to benefit from education
115
Q

What does IDEA do?

A

Provides a “special education” plan known as IEP which provides…

  • specialized instruction
  • related supportive services
116
Q

What is Response to Intervention (RTI)?

A

Three-tier model to identify students who might have a learning disability

117
Q

the most compelling evidence for a claim comes from __________________.

A

converging evidence

118
Q

correlational designs permit researchers to ___________________.

A

predict and describe behavior

119
Q

Paying more attention to observations that support our own thoughts about something is an example of _____________.

A

confirmation bias

120
Q

Participants blindly taste Pepsi and Coke in a random order and rate the taste of each on a scale of 1-10. The dependent variable in this experiment is _______.

A

the ratings of the soda

121
Q

You are interested in understanding U of M students’ opinions of food options on campus. You survey 100 students in an introductory chemistry course. In this example, college students at U of M are the _________ and the students in the chemistry course are the ________.

A

population; sample

122
Q

A ratio scale provides __________.

A

a true zero

123
Q

A researcher found that participants made fewer driving errors in a driving simulator after eating chocolate compared to participants who did not eat chocolate. She wonders whether these findings extend to driving a real car on the road. This is an issue of __________.

A

external validity

124
Q

Asking participants if they are male or female is a __________ level of measurement.

A

nominal

125
Q

EXAM QUESTION: What is true about ethics in research with human participants?

A

The benefits must outweigh any potential risks

126
Q

True or False: You do not have to cite ideas that are not your own as long as it’s in your own words

A

False (ALWAYS cite ideas that aren’t yours)

127
Q

True or False: Some research is exempt from regulations

A

True (Research that does not pose confidentiality risks to subjects, observes people in naturalistic settings, or only uses public data is exempt)

128
Q

True or False: As early as the Victorian era, there was an explicit and established pedagogy.

A

False (There were apprenticeships and informal learning, but no explicit pedagogy)

129
Q

Learning through dialogue and asking questions is ___________.

A

The Socratic Method

130
Q

Which period had the greatest influence in shaping modern mainstream education?

A

the Industrial Revolution

131
Q

Operant conditioning and classical conditioning differ in that operant conditioning involves ______________.

A

voluntary behaviors

132
Q

True or False: Once a behavior is conditioned, it’s possible to extinguish the behavior.

A

True

133
Q

In Pavlov’s experiments, food causes dogs to drool as a natural response. Food is what kind of stimulus?

A

unconditioned

134
Q

Pavlov’s dog drooling is a what type of response?

A

Conditioned and unconditioned (depends on whether it’s in response to food or the tuning fork)

135
Q

Reorganizing or restructuring your thoughts when there’s an inconsistency between your pre-existing knowledge and something new you’re trying to learn is the basis of Piaget’s idea of __________.

A

accommodation

136
Q

The distance between a child’s actual developmental level and the level of potential development is _________.

A

zone of proximal development

137
Q

What is one important idea for Piaget’s idea of constructivism?

A

learning is an active activity

138
Q

What is true about long-term memory?

A

Its capacity is essentially limitless

139
Q

True or False: it’s only possible to hold 7 +/- 2 numbers in working memory.

A

False (It’s possible to hold 7 +/- 2 CHUNKS in working memory. If you can group multiple numbers into chunks, it’s possible to hold much, much more than 9 numbers!)

140
Q

True or False: The effort you spend taking tests can actually have a negative impact on your ability to later recall the information you had to learn for the test.

A

False

141
Q

Is memory better when you must retrieve information over and over again without interruption, or is it better when retrieval attempts are spread out over time? Why?

A

It’s better to spread them out because of the spacing effect.

142
Q

True or False: Sensory memory doesn’t involve attention.

A

False (attention is necessary for sensory memory)

143
Q

True or False: Long-term memory becomes full and can displace contents to “make room” for new contents

A

False (LTM has an unlimited capacity)

144
Q

True or False: Because long-term memory is limitless, you have access to everything you’ve learned.

A

False (connections decay and other information can interfere)

145
Q

The tendency to generate or recognize ideas, alternatives, or possibilities that may be useful for solving problems, communication, or entertaining ourselves is ______________.

A

creativity

146
Q

__________ proposed the “g” factor for general intelligence.

A

Spearman

147
Q

True or False: Crystallized and Fluid intelligence decline with old age.

A

False (Fluid intelligence does, but crystallized intelligence continues to increase)

148
Q

True or false: When people believe that intelligence can change with hard work they tend to work harder when faced with challenges.

A

True

149
Q

True or False: We have a good understanding of the cause of most learning disabilities.

A

False (But, we do have research-supported strategies that help students learn despite having a disability)

150
Q

A researcher measures the IQ of sixty people and then times them on a challenging math test. What type of experiment is this?

A

correlational design

151
Q

EXAM QUESTION: What is the diagram below showing? What’s its purpose?

A
  • Response to Intervention/Multi-Tiered Systems of Support

- It’s a three-tiered model that helps identify students who are at risk of learning difficulties

PSYCH SCIENCE APPLIED (3 decks)

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