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1
Q

Aronson, E., Linder, D.

A

Propsed gain-loss principle (an evaluation that changes will have more effect thatn an evaluation that remains constant)

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2
Q

Asch, S.

A

Studied conformity by asking subjects to compare the lengths of lines.

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3
Q

Bem, D.

A

Developed self-perception theory as an alternative to cognitive dissonance theory.

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4
Q

Clark, K., Clark, M.

A

Performed study on doll preferences in African-American children; the results were used in the 1954 Brown v. the Topeka Board of Education Supreme Court case.

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5
Q

Darley, J., Latane, B.

A

Proposed that there were two factors that could lead to non-helping: social influence and diffusion of responsibility

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6
Q

Eagly, A.

A

Suggested that gender differences in conformity were not due to gender per se, but to differing social roles.

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7
Q

Festinger, L.

A

Developed cognitive dissonance theory, also developed social comparison theory

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8
Q

Hall, E.

A

Studied the norms for interpersonal distance in interpersonal interactions

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9
Q

Heider, F.

A

Developed balance theory to explain why attitudes change; also developed attribution theory and divided attributions into two categories: dispositional and situational

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10
Q

Hovland, C.

A

Studied attitude change

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11
Q

Janis, I.

A

Developed the concept of groupthink to explain how group decision making can sometimes go awry

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12
Q

Lerner, M.

A

Proposed concept of belief in a just world

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13
Q

McGuire, W.

A

Studied how psychological inoculation could help people resist persuasion

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14
Q

Milgram, S.

A

Studied obedience by asking subjects to administer electroshock; proposed stimulus-overload theory to explain differences between city and country dwellers

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15
Q

Newcomb, T.

A

Studied political norms

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16
Q

Petty, R., Cacioppo, J.

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Developed elaboration likelihood model of persuasion (central and peripheral routes to persuasion)

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17
Q

Schachter, S.

A

Studied relationship between anxiety and the need for affiliation

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18
Q

Sherif, M.

A

Used autokinetic effect to study conformity; also performed Robber’s Cave experiment and found that having superordinate goals increased intergroup cooperation

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19
Q

Zajonc. R.

A

Studied the mere exposure effect; also resolved problems with the social facilitation effect by suggesting that the presence of others enhances the emission of dominant responses and impairs the emission of nondominant responses

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20
Q

Zimbardo, P.

A

Performed prison simulation and used concept of deindividuation to explain results

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21
Q

Adler, A.

A

Psychodynamic theorist best known for concept of inferiority complex

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22
Q

Allport, G.

A

Trait theorist known for concept of functional autonomy; also distinguished between idiographic and nomothetic approaches to personality

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23
Q

Bandura, A.

A

Behaviorist theorist known for his social learning theory; did modeling experiment using punching bag (“Bobo” doll)

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24
Q

Bem, S.

A

Suggested that masculinity and femininity were two separate dimensions; concept of androgyny

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25
Q

Cattell, R.

A

Trait theorist who used factor analysis to study personality. Divided intelligence into fluid and crystallized and looked at how they change throughout the lifespan

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26
Q

Dollard, J. and Miller, N.

A

Behaviorist theorist who attempted to study psychoanalytic concepts within a behaviorist framework; also known for their work on approach-avoidance conflicts

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27
Q

Erikson, E.

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Outlined eight stages of psychosocial development overing the lifespan

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28
Q

Eysenck, H.

A

Trait theorist who proposed two main dimensions on which human personalities differ: introversion-extroversion and emotional stability-neuroticism

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29
Q

Freud, A.

A

Founder of ego psychology

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30
Q

Freud, S.

A

Originator of psychodynamic approach to personality

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31
Q

Horney, K.

A

Psychodynamic theorist who suggested that there were three ways to relate to others: moving toward, moving against, moving away from

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32
Q

Jung, C.

A

Psychodynamic theorist who broke with Freud over the concept of libido; suggested that the unconscious should be divided into the personal unconscious and the collective unconscious, with archetypes being in the collective unconscious.

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33
Q

Kelly, G.

A

Based personality theory on the notion of “individual as scientist”

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34
Q

Kernberg, O.

A

Object-relations theorist

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35
Q

Klein, M.

A

Object-relations theorist

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36
Q

Lewin, K.

A

Phenomenological personality theorist who developed field theory

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37
Q

Mahler, M.

A

Object-relations theorist

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38
Q

Maslow, A.

A

Phenomenological personality theorist known for developing a hierarchy of needs and for the concept of self-actualization

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39
Q

McClelland, D.

A

Studied need for achievement (nAch)

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40
Q

Mischel, W.

A

Critic of trait theories of personality

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41
Q

Rogers, C.

A

Phenomenological theorist who found empathy, congruence, and unconditional positive regards to be important aspects; person-centered

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42
Q

Rotter, J.

A

Studied locus of control

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43
Q

Sheldon, W.

A

Attempted to relate somatotype (body type) to personality type

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44
Q

Skinner, B.F.

A

Operant conditioning pioneers worked with pigeons and mice in operant chambers

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45
Q

Winnicott, D.W.

A

Object-relations theorist

46
Q

Witkin, H.

A

Studied field-dependence and field-independence using the rod and frame test

47
Q

Broca, P.

A

French anatomist who identified the part of the brain primarily associated with producing spoken language (_____’s Area)

48
Q

Cannon, W.

A

Physiologist who studied the autonomic nervous system, including “fight or flight” reactions; investigated homeostasis; and with Bard, proposed _______-Bard theory of emotions

49
Q

Kandel, E.

A

Demonstrated that simple learning bx in sea snails (Aplysia) is associated with changes in neurotransmission

50
Q

James, W. and Lange, C.

A

Proposed the James-Lange two-factor theory of emotions

51
Q

Kluver, H. and Bucy, P.

A

Studied loss of normal fear and rage reactions in monkeys resulting from damage to temporal lobes; also studied in amygdala’s role in emotions

52
Q

Luria, A.

A

Russian neurologist who studied how brain damage leads to impairment in sensory, motor, and language functions

53
Q

Milner, B.

A

Studied severe anterograde amnesia in H.M., a patient whose hippocampus and temporal lobes were removed surgically to control epilepsy

54
Q

Olds, J., and Milner, P.

A

Demonstrated existence of pleasure center in the brain using “self-stimulation” studies in rats

55
Q

Penfield, W.

A

Canadian neurosurgeon who used electrodes and electrical stimulation techniques to “map” out different parts of the brain during surgery

56
Q

Schachter, S. and Singer, J.

A

Proposed the Schachter-Singer two-factory theory of emotions

57
Q

Sherrington, C.

A

English physiologist who first inferred the existence of synapse

58
Q

Sperry, R. and Gazzaniga, M.

A

Investigated functional differences between left and right cerebral hemispheres using “split-brain” studies

59
Q

Wernicke, C.

A

German neurologist who identified the part of the brain primarily associated with understanding spoken language (_______’s Area)

60
Q

Bekesy,G.

A

Empirical studies led to traveling wave theory of pitch perception which, at least partially, supported by Helmholtz’s place-resonance theory

61
Q

Berkeley, G.

A

Developed a list of depth cues that help us to perceive depth

62
Q

Broadbent, D.

A

Proposed filter theory of attention

63
Q

Fechner, G.

A

Developed ________ Law, which expresses the relationship between the intensity of the stimulus and the intensity of the sensation

64
Q

Gibson, E. and Walk, R.

A

Developed the visual cliff apparatus, which is used to study the development of depth perception

65
Q

Gibson, J.

A

Studied depth cues (esp. texture gradients) that help us to perceive depths

66
Q

Helmholtz, H.

A

Developed Young-_______ trichromatic theory of color vision; developed place-resonance theory of pitch perception

67
Q

Hering, E.

A

Developed opponent process theory of color vision

68
Q

Hubel, D. and Wiesel, T.

A

Studied feature detection in visual cortex and discovered simple, complex and hypercomplex cells

69
Q

Kohler, W.

A

developed theory of isomorphism

70
Q

Melzack, R. and Wall, P.

A

Proposed gate theory of pain

71
Q

Stevens, S. S.

A

Developed ______ law as an alternative to Fechner’s Law

72
Q

Swets, John A.

A

Refined ROC curves in signal detection theory

73
Q

Wever, E. and Bray, C.

A

Proposed volley theory of pitch perception in response to a criticism of the freqency theory of pitch perception

74
Q

Yerkes, R. and Dodson, J.

A

Developed ______-______ Law which states that performance is best at intermediate levels of arounsal

75
Q

Bandura, A.

A

Studied observational learning

76
Q

Breland, K. and Breland, M.

A

Discovered and studied instinctual drift

77
Q

Darwin, C.

A

Proposed theory of evolution and natural selection as its centerpiece

78
Q

Garcia, J.

A

Studied taste aversion learning and proposed that some species are biologically prepared to learn connections between certain stimuli

79
Q

Kohler, W.

A

Studied insights in problem solving

80
Q

Lorenz, K.

A

Ethologists who studied unlearned, instinctual bxs in the natural environment

81
Q

Pavlov, I.

A

Discovered the basic principles of classical conditioning

82
Q

Premack, D.

A

Suggested _______ Principle: that a more-preferred activity could be used to reinforce a less-preferred activity

83
Q

Rescorla, R.

A

Performed experiements which showed that contiguity could not fully explain classical conditioning; proposed contingency theory of classical conditioning

84
Q

Skinner, B.F.

A

Developed principles of operant conditioning; _______ Box (rats)

85
Q

Thorndike, E.

A

Proposed the law of effect; used puzzle boxes to study problem solving in cats

86
Q

Tinbergen, N.

A

Ethologists who introduced experimental methods into field situations

87
Q

von Frisch, K.

A

Ethologist who studied communication in honey bees

88
Q

Watson, J.

A

Performed experiment on Little Albert that suggested that the acquisition of phobias was due to classical conditioning; school of Bxiorism founder; stimulus-response chains

89
Q

Wilson, E. O.

A

Developed sociobiology

90
Q

Wolpe, J.

A

Developed method of systematic desensitization to eliminate problems

91
Q

Bartlett, F.

A

Investigated the role of schemata in memory; concluded that memory is largely a reconstructive process.

92
Q

Cattell, R.

A

Trait theorist who used factor analysis to study personality

93
Q

Chomsky, N.

A

Distinguished between the surface structure and deep structure of a sentence; studied transformational rules that could be used to transform one sentence into another

94
Q

Collins, A. and Loftus, E.

A

Devised the spreading activation model of semantic memory

95
Q

Craik, F. and Lockhart, R.

A

Developed the levels-of-processing theory of memory as an alternative to the stage theory of memory

96
Q

Ebbinghaus, H.

A

Studied memory using nonsense syllables and the method of savings

97
Q

Gardner, H.

A

Proposed a theory of multiple intelligences that divides intelligence into seven different types, all of which are equally important; traditional IQ tests measure only two of the seven types

98
Q

Guilford, J.

A

Devised divergent thinking test to measure creativity

99
Q

Kahneman, D. and Tversky, A.

A

Investigated the use of heuristics in decision making ; studied the availability heuristic and the representativeness heuristic

100
Q

Loftus, E.

A

Studied eyewitness memory and concluded that our memories can be altered by presenting new information or by asking misleading questions

101
Q

Luchins, A.

A

Used the water-jar problem to study the effect of mental sets on problem solving

102
Q

Macoby, E. and Jacklin, C.

A

Found support for gender differences in verbal ability

103
Q

McClelland, J. and Rumelhart, D.

A

Suggested that the brain processes information using parallel distributed processing (PDP)

104
Q

Miller, G.

A

Found that the capacity of short-term memory is seven (plus or minus two) items

105
Q

Paivio, A.

A

Proposed dual-code hypothesis

106
Q

Smith, E.,Shoben, E., and Rips, L.

A

Devised the semantic feature-comparison model of semantic memory

107
Q

Spearman, C.

A

Suggested that individual differences in intelligence were largely due to differences in amount of a general factor called g

108
Q

Sperling, G.

A

Studied the capacity of sensory memory using the partial-report method

109
Q

Sternberg, R.

A

Proposed triarchic theory that divides intelligence into three types: componential, experiential, and contextual

110
Q

Thurstone, L.

A

Used factor analysis to study primary mental abilities - factors more specific than g but more general than s

111
Q

Whorf, B.

A

Hypothesized that language determines how reality is perceived

Psychology Import (3 decks)

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