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PSYC 104 midterm Flashcards

1
Q

Regression

A

Finding a relationship and also taking into account other variables

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2
Q

Basic Research

A

Asking a question for a question’s sake, no goal beyond understanding the phenomenon

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3
Q

Applied research

A

Asking questions to accomplish a goal in real life, conducting research that can be directly helpful in the real world

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4
Q

Archival research

A

Using records to look for insights or patterns in behavior

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5
Q

Observational research

A

Watching people in their own environment, noting behaviors systematically, interviewing people

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6
Q

Survey

A

Written questions or interviews that follow a protocol

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7
Q

Conceptual definition

A

he abstract idea a psychologist wants to measure

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8
Q

Operational definition

A

How a psychologist measures a concept in a study

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9
Q

Correlational study

A

Understanding relationships between variables

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10
Q

Experimental study

A

Evidence causality. Experimental + control condition, random assignment

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11
Q

Natural experiment

A

No random assignment, real world makes its own experiment

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12
Q

Independent variable

A

The variable that is assigned or pre-existing

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13
Q

Dependent variable

A

The variable that is hypothesized to change due to the independent variable

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14
Q

Covariates

A

Other variables measured that are not of primary interest but may contribute to effect being studied

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15
Q

Validity

A

Are your results meaningful?

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16
Q

External validity

A

Do the results generalize to the population you are trying to study?

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17
Q

Internal validity

A

Are you manipulating ONLY the variable you want to manipulate?

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18
Q

What leads to less internal validity?

A

Random assignment fails/Selection bias, Differential attrition, Experimenter bias

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19
Q

Measurement reliability

A

Does the measure have similar results if taken by the same person at different times?
Do the items within the measure correlate with one
another?

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20
Q

Self-perceptions

A

Self-knowledge

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21
Q

Self-schemas

A

Beliefs a person has about themselves in general and in specific situations
based on past experience (Broader ideas of self)

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22
Q

Reflected self-appraisals

A

evaluated oneself based on how the individuals think others perceive them (How we think we’re perceived)

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23
Q

Working self-concept

A

Evaluating oneself in a particular situation (we feel like we are different in different situations)

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24
Q

Social Comparison Theory

A

People compare themselves to others

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25
Q

Upward comparisons

A

Comparing oneself to a person who is perceived as better

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26
Q

Downward comparisons

A

Comparing oneself to a person who is perceived as not as good

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27
Q

Affect Self-esteem

A

The overall positive or negative perception one has of themselves

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28
Q

Contingencies of self worth

A

theory that self-esteem is based on the successes and failures one has in the
domains most important to them

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29
Q

Sociometer hypothesis

A

theory that self-esteem is based on one’s beliefs about how others appraise them measured if one is included or excluded by others

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30
Q

Self-esteem

A

Self-report varies by culture, self-report varies by age

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31
Q

Self-regulation

A

Changing or controlling behavior to achieve a goal

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32
Q

Self-discrepancy theory

A

A person has 3 selves: Actual self, ideal self, ought self

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33
Q

Actual self

A

the self one believes they are

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34
Q

Ideal self

A

the self a person wants to be

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35
Q

Ought self

A

the self concerned with obligations and demands

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36
Q

The ideal and ought self motivate a person to ___________

A

Self-regulate.
When these selves are at odds a person may feel agitated, anxious, and guilt

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37
Q

Promotion focus

A

Focus on positive outcomes

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38
Q

Prevention focus

A

Focus on avoiding negative outcomes

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39
Q

Self-presentation

A

Presenting oneself as the person they want people to believe they are

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40
Q

Self-monitoring

A

monitoring one’s behavior and adapting it to fit the situation

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41
Q

Self-handicapping

A

Engaging in self-destructive behavior in order to save face in public (eg: partying the night before a final)

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42
Q

How people form evaluations:

A

Automatic processing and controlled processing

43
Q

Automatic processing

A

quick, efficient, uncontrollable/unconscious

44
Q

Controlled processing

A

slower, deliberate, conscious

45
Q

Pluralistic ignorance

A

Believing a behavior is indicative of a group norm based on observing others’ behaviors, however, unbeknownst to the person, the group members are behaving contrary to their personal beliefs

46
Q

self-fulfilling prophecies

A

unknowingly behaving in a way that results in the outcome you expected

47
Q

Fake news

A

It is hard to correct information after we learn it. Enhanced refutation can help take down misinformation

48
Q

Spin framing

A

highlighting specific information to influence opinions or describing information in ways that
influence opinions

49
Q

Positive/negative framing

A

Highlighting either positive or negative info to influence behavior

50
Q

Temporal framing

A

When the information is presented as important

51
Q

Construal level theory

A

events/situations in the distance (temporally or otherwise) are thought about in more abstract ways and events/situations that are closer are thought of more concretely

52
Q

Primacy effect

A

Information presented first is more influential

53
Q

Recency effect

A

Information presented last is more influential

54
Q

Confirmation bias

A

Seeking out information that is in agreement with your beliefs; Information contrary to one’s biases is subject to more
scrutiny

55
Q

Overconfidence bias

A

Having confidence in one’s judgements and decisions than the accuracy of their judgements and decisions
warrant

56
Q

Forecasting

A

One’s overestimation of future emotion about a future event

57
Q

Top-down processing

A

Theory-driven processing

58
Q

Bottom-up processing

A

Data driven processing

59
Q

Priming

A

Setting a person up to respond more quickly or strongly to certain stimuli by exposing them to another related
stimulus first

60
Q

Subliminal priming

A

preconsciously priming a person with a stimuli, recently controversial because of replicability issues

61
Q

Heuristics

A

Mental shortcuts that are meant to make decisions and judgements quickly and efficiently

62
Q

Availability heuristic

A

basing one’s judgement/decision of the probability or likelihood of something based on what comes to mind most
easily

63
Q

Representative heuristic

A

basing one’s judgement/decision of the probability or likelihood of someone/thing based on prototypes held about that person/thing, often ignoring base-rate
information

64
Q

illusionary correlation

A

perceiving a relation between two things when there is not

65
Q

Features of control

A

Intent and Consciousness

66
Q

Intent

A

▪ making a choice among various options
▪ making the hard choice among various options
▪ paying attention to examples of thought or
choice a person wants

67
Q

Consciousness

A

Thoughts, emotional experiences, body sensations that can compete with the external world

68
Q

Covariation principle

A

Theory of how a person determines if a behavior is due to the individual or the situation (i.e., everyone does it)
▪ The determination is based on how much a behavior “covaries” from the behavior of others

69
Q

3 Concepts of the covariation principle

A

Consensus, distinctiveness, consistency

70
Q

Consensus

A

Comparing across PEOPLE
- Is everyone doing it?

71
Q

Distinctiveness

A

Comparing across SITUATIONS
- Do they do this in different situations?

72
Q

Consistency

A

Comparing across TIME POINTS in the SAME SITUATION
- Have they always done this in this specific situation?

73
Q

Situational

A

Meets the 3 concepts of the covariation principle

74
Q

Dispositional

A

Does not meet the 3 concepts of the covariation principle

75
Q

Discounting principle

A

Tendency to downplay the particular cause of an outcome because there are other potential causes

76
Q

Augmenting principle

A

Tendency to favor a particular cause of an outcome because there are other factors would typically result in the opposite outcome

77
Q

Counterfactual thinking

A

Imaging an outcome if things had happened differently/under different circumstances; can lead to emotional amplification

78
Q

Emotional amplification

A

increase of emotion because one can imagine a different outcome
from the outcome that occurred (connected to counterfactual thinking)

79
Q

Self-serving attribution bias

A

Tendency to credit success and good events to oneself and failures and bad events to external factors; can help maintain self esteem

80
Q

Fundamental Attribution error (FAE)

A

Tendency to underestimate situational factors in another’s behavior + Tendency overestimate the dispositional factors in
another’s behavior (Usually in the case of other people’s behavior)

81
Q

Salience

A

People capture our attention more than other external factors

81
Q

Just world hypothesis

A

belief that people get what they deserve and deserve what they get

82
Q

Actor-Observer bias

A

▪ Bias is different for the actor vs. the observer
▪ If the person is the doing the behavior, the person is inclined to make a situational attribution
▪ If the person is observing the behavior, the person is
inclined to make a dispositional attribution

83
Q

Impersonal Causality

A

unintentional behaviors, events

84
Q

Personal causality

A

Intentional behaviors

85
Q

Malle’s framework of Folk explanations

A

People use folk explanations to explain intention
▪ These explanations contribute to attributions for intentional behavior
▪ Reasons → Intentions → Intentional behaviors

86
Q

Emotion

A

Responses to one’s construal of a situation, combines bodily reaction and cognitions, short lasting

87
Q

Mood

A

Sustained, long-lasting feelings/emotions

88
Q

James-Lange Theory

A

Emotions come from a bodily response to a stimuli

89
Q

Cannon-Bard Theory

A

Stimuli trigger bodily reaction AND emotion simultaneously

90
Q

Schachter-Singer Two-Factor Theory

A

emotions come from a LABELED bodily response to stimuli

91
Q

Mandler Generation of Emotion Theory

A

emotions come from a stimulus causing a discrepancy between what happens and what one expected, this leads to arousal, which is labeled and leads to an emotion

92
Q

Focal emotions

A

most commonly expressed emotions in a particular culture

93
Q

Ideal emotions

A

highly valued emotions in a particular culture

94
Q

Display rules

A

culturally-specific norms about how and when to express emotion and who you can express an
emotion to

95
Q

Independent cultures

A

Tend to support expressing emotions of excitement, value uniqueness and personal accomplishments

96
Q

Interdependent cultures

A

Tend o support expressing calmness and contentedness, Community

97
Q

Why are emotions important for social relationships?

A

Knowing how a person feels allows for others to act in accordance
▪ One’s own feelings can lead to actions to maintain
social relationships

98
Q

Oxytocin

A

Facilitates relationships by altering emotions; Promotes empathy, generosity, commitment, and cooperation; but can intensify outgroup bias

99
Q

Broaden and Build hypothesis

A

Positive emotions help us think about things more broadly, building social relationships and our
understanding of the world while negative emotions narrow our thoughts

100
Q

Immune Neglect

A

a tendency to underestimate one’s resiliency to and overestimate the reduction of personal well-being from life’s problems

101
Q

Focalism

A

putting more focus on one life event or factor without sufficiently considering other life events or factors that will contribute to one’s
happiness

102
Q

Duration neglect

A

a tendency to disregard the length of time one feels an emotion (positive or negative) in one’s memory of the experience

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