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Psy 101: Intro to Psychology > Module One > Flashcards

Module One Flashcards

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1
Q

psychology

A

A science in which behavioural and other evidence is used to understand the internal processes leading people to behave as they do.

pg. 3

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2
Q

Factors that impact behaviour

A
  • specific stimuli
  • recent + previous life experiences
  • genetics
  • physiologiocal + cognitive systems
  • social + cultural environment
  • personal characteristics

pg. 4

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3
Q

hindsight bias

A

the tendency to be wise after the event using the benefit of hindsight

pg. 7

Causes: Possible that some prefer order and predictiability (Roese&Vohs2012); not really bias at all but adaptive lifestyle changes (Hedden 2019)

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4
Q

What does “WEIRD” stand for?

A

Western
Educated
Industrialized
Rich
Democratic

pg. 7

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5
Q

culture

A

The values, beliefs, and practices shared by members of a given society that impact their ability to have a successful life in the area.

pg. 8

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6
Q

individualistic cultures

A

Typically found in Western societies in which the focus is on personal responsibility rather than group needs.

pg. 8

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7
Q

collectivistic cultures

A

Usually found in Far East societies in which the focus is on group solidarity rather than individual responsibility.

pg. 7

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8
Q

meta-analysis

A

Analysis in which the findings from many studies are combined statistically to obtain an overall picture.

pg. 10

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9
Q

Origins of Psychology

A
  • spans from over 2000 years ago-present day
  • most advances made in the last 150 years
  • Gustav Fechner (1801-1887) investiagted using a purely scientific approach based on experimental method
  • Wihelm Wundt (1832-1920) estb. world’s 1st psych. lab in Leipzig, Germany (1879) helping psych be seen as a scientific discipline

Chp. 2

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10
Q

Five Modern Perspectives of Psychology

A
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11
Q

Current trends in psychology

A
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12
Q

Scientific methods used within psychology

A
  • experimental method
  • observational studies
  • correlational studies
  • cross sectional & longitudinal studies
  • case studies & interviews

pg. 54

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13
Q

Research methods used within psychology

A
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14
Q

introspection

A

careful examination and description of one’s own conscious mental thoughts and states

pg. 20

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15
Q

cognitive psychology

A

concerned with internal mental processes and how these processes influence our behaviour

pg. 21

sometimes lacks ecological validity

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16
Q

cognitive neuropsychology

A

research on brain damaged patients designed to increase our understanding of cognition in healthly individuals

pg. 22

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17
Q

cognitive neuroscience

A

approach designed to understand human cognition by combining information from behaviour and brain activity

pg. 22

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18
Q

functional magnetic resonance imaging (fMRI)

A

technique providing detailed and accurate information conerning activation in brain areas while a cognitive task is being performed

pg. 22

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19
Q

ecological validity

A

the extent to which research findings generalize to everyday settings

pg. 23

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20
Q

Behaviourism

A
  • exaggerated the importance of environmental factors
  • de-emphasized the role of genetic factors and internal factors (personality, intelligence, goals, etc)
  • scientific discipline

pg. 21

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21
Q

Developmental psychology

A
  • studies childhood
  • Wilhelm Preyer (1841-1897) biologist documented his son’s language development in his son
  • Freud (1856-1897) arugued that we can only understand origins of mental disorders in adults by considering their childhoods

pg. 23/24

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22
Q

biological approach

A
  • inspired by Charles Darwin
  • led to comparative psychology
  • allowed development of theories based on biological perspectives
  • inspired the nature vs nurture debate
  • led to the study of individual differences, personality, and intelligence
  • increased understanding of the causes of mental disorders
  • drug therapy has proven effective for some mental disorders due to physological understanding

pg. 25

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23
Q

classical conditoning

A

basic form of learning in which simple responses are associated with a new or conditioned stimulus

pg. 28

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24
Q

unconditioned reflex

A

well-established association between an unconditioned stimulus and an unconditioned response

pg. 28

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25
Q

unconditioned response

A

well-established reaction to a given unconditioned stimulus in an unconditioned reflex

pg. 28

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26
Q

unconditioned stimulus

A

stimulus that produces a well-established unconditioned response in an unconditioned reflex

pg. 28

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27
Q

conditioned reflex

A

a new association between a conditioned stimulus and an unconditioned stimulus produced as a result of classical conditioning

pg. 28

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28
Q

conditioned stimulus

A

a neutral stimulus paired with an unconditioned stimulus to produce classical conditioning

pg. 29

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29
Q

conditioned response

A

new response produced as a result of classical conditioning

pg. 29

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30
Q

extinction

A
  • classical conditioning, the elimination of a conditioned response when the conditioned stimulus is presented repeatedly without the unconditioned response
  • operant conditioning: elimination of a response when not followed by reinforcement

pg. 29; pg 34

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31
Q

spontaneous recovery

A

the re-emergence of conditioned responses over time following extinction

pg. 30

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32
Q

blocking effect

A

absence of a conditioned response to a conditioned stimulus if another conditioned stimulus already predicts onset of the unconditioned stimulus

pg. 30

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33
Q

phobias

A

excessive fears of certain objects/places leading to avoidance of those objects/places

pg. 31

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34
Q

exposure therapy

A

form of treatment in which phobic patients are exposed to stimuli or situations they fear greatly

pg. 31

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35
Q

operant conditioning

A

form of learning where an individual’s responses are controlled by their consquences

pg.32

36
Q

law of effect

A

the probability of a response being produced is increased if followed by a reward but decreased if followed by a punishment

pg. 32

37
Q

primary reinforcers

A

rewarding stimuli essential for survival (water, food)

pg. 32

38
Q

secondary reinforcers

A

stimuli that are rewarding b/c they have repeatedly been associated w/ primary reinforcers (money, praise)

pg. 32

39
Q

shaping

A

form of operant conditioning where behaviour is changed slowly in the desired direction by requiring responses to resemble increasiningly the desired response for reward to be given

pg. 33

40
Q

equipotentiality

A

notion that any response can be conditioned in any stimulus situation

pg. 34

41
Q

contingency management

A

rewards or reinforcers are provided for positive behavioural changes

pg. 35

42
Q

means-ends relationship

A

the knowledge that a given action in a given situation will produce a certain outcome

pg. 35

43
Q

positive punishment

A

form of operant conditioning in which the probability of a response is reduced by following it with an unpleasant/aversive stimuli

pg. 36

44
Q

negative punishment

A

form of operant conditioning in which the probability of a response is reduced by following it with the removal of a positive reinforcer

pg. 36

45
Q

time-out technique

A

form of a negative punishment in which undesirable behaviour is reduced by removing the individual from the situation in which they have been aggressive

pg. 36

46
Q

avoidance learning

A

form of operant conditioning where an appropriate avoidance response prevents presentation of an unpleasant/aversive stimulus

pg. 37

47
Q

negative reinforcers

A

unpleasant/aversive stimuli that strengthen responses preventing those stimuli from being presented

pg. 37

48
Q

observational learning

A

learning based on watching the behaviour of others and copying behaviour that is rewarded

pg. 38

49
Q

Hypotheses

A

predictions concerning the effects of some factor(s) on behaviour based based on a given theory

pg. 46

50
Q

experimental hypothesis

A

prediction as to what will happen in a given experiment; typically involves predicting the effect of an independent variable and is often theory based

pg. 46

51
Q

independent variable

A

some aspect of the experimental situation manipulated by the experimenter to test a given experimental hypothesis

pg. 46

52
Q

null hypothesis

A

prediction that the variable (manipulated by the experimenter) will have no effect on the dependent varible (some measure of behaviour)

pg. 46

53
Q

experimental method

A

method involving control over the experimental situation (esp. the independent variable); hopes to show the dependent variable causes certain effects on behaviour; take into acct the limitations and confounding variables

pg. 47

54
Q

confounding variable

A

variables not of interest to the experimenter erroneously manipulated along with the independent variable

pg. 47

55
Q

sample

A

the participants actually used in a study drawn from some larger population

pg. 48

56
Q

population

A

a large collection of individuals from whom the sample used in the study is drawn

pg. 48

57
Q

representative sample

A

sample of participants selected to be typical or representative of the population from which it is drawn

pg. 48

58
Q

random sampling

A

selecting the individuals for a sample from a population using some random process

pg. 48

59
Q

quota sampling

A

selecting a sample from the population so that those selected are similar to it in certain respects

pg. 48

60
Q

oppurtunity sampling

A

selecting a sample of participants simply because they happen to be available

pg. 48

61
Q

independent design

A

an experimental design in which each group consists of different participants

pg. 49

62
Q

matched participants design

A

experimental design in which the participants in two groups are matched in terms of some relevant factors

pg. 49

63
Q

repeated measures design

A

an experimental design in which each participant appears in both groups

pg. 49

64
Q

random assignment

A

allocating participants to groups at random

pg. 49

65
Q

counterbalancing

A

this is used with the repeated measures desig: each condition is equally likely to be used first or second

pg. 49

66
Q

experimenter effect

A

influences of the experimenter’s behaviour on that of the participants in an experiment because of the expectations of the experimenter

pg. 50

67
Q

demand characteristics

A

cues used by participants to work out what the experiment is about

pg. 50

68
Q

implacable experimenter

A

typical lab situation in which the experimenter’s behaviour is uninfluenced by the partcipant’s behaviour

pg. 51

69
Q

inter-observer reliability

A

the extent of agreement between two observers rating the behaviour of the partcipants

pg. 54

70
Q

cross sectional method

A

different groups are all studied at the same time

pg. 54

71
Q

longitudinal method

A

one group of participants is tested repeatedly over a relatively long period of time

pg. 54

72
Q

correlation

A

an association between two dependent variables or responses produced by the participants

pg. 55

73
Q

case study

A

the intensive studt of one or a few individuals

pg. 56

74
Q

distinctiveness

A

memory traces distinct or different from other memory traces stored in long-term memory

pg. 458

75
Q

von Restorff effect

A

the finding that a to-be-remembered item distinctively different from other list items is especially likely to be remembered

pg. 459

76
Q

The aspect of the experimental situation manipulated by the experimenter to test a hypothesis is, most generally, referred to as which type of variable?

A

Independent

practice test

77
Q

If a research study is being conducted to determine if intermittent fasting is effective for weight loss in African American women, which of the following would African American women be considered?

A

the population

practice test

78
Q

transfer-appropriate processing

A

the notion that long-term memory will be greatest when processing at the time of retrieval is very similar to processing at the time of learning

pg. 460

79
Q

mnemonics

A

numerous methods or systems used by learners to enhance their long-term memory for information

pg. 461

80
Q

method of loci

A

memory technique in which to-be-rememebered items are associated with locations well-known to the learner

pg. 461

81
Q

story method

A

technique for improving memory in which a story is generated that includes all the to-be-remembered words or other items in the correct order

pg. 462

82
Q

long-term working memory

A

used to store relevant information rapidly in long-term memory and to access it through retrieval structures in working memory

pg. 463

83
Q

testing effect

A

the finding that long-term memory is enhanced when some of the learning period is devoted to retrieving the to-be-remembered information rather than restudying

pg. 464

84
Q

distrubuted-practice effect

A

long-term memory for learning material is superior when it is distrubuted over time rather than massed

pg. 466

85
Q

metamemory

A

knowledge and beliefs about one’s own memory and about one’s ability to regulate its functioning

pg. 468

86
Q

implementation intentions

A

action plans designed to achieve some goal based on specific information concerning where, when, and how the goal will be achieved

pg. 471

87
Q
A

Psy 101: Intro to Psychology (1 decks)

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