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Psych 101---1 Flashcards

1
Q

father of psychology. Established first psychology lab. Participants would report their sensations, which were thought to be the key to analyzing the structure of the mind

A

Wilhelm Wundt

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2
Q

Sensations and perceptions make up our conscious experiences

A

structuralism

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3
Q

thought the focus should be on the function of the mind and how we adapt to our changing environments, rather than the structure of consciousness

A

William James

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4
Q

asked whats the function of consciousness

A

functionalism

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5
Q

thought neither of the two previous approaches were comprehensive.

A

Max Wertheimer

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6
Q

The whole is more than the sum of its parts (especially in regards to perception)

A

gestalt approach

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7
Q

said “give me a dozen healthy infants..I will train them to become any type of specialist I select-doctor, lawyer, artist..”

A

John Watson

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8
Q

emphasizes the objective, scientific analysis of observable behaviors, it was the dominant force in psychology from 1920s-1960s

A

behaviorism

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9
Q

the systematic, scientific study of behavior and mental processes

A

psychology

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10
Q

what are the four goals of psychology

A

i) Describe different ways in which organisms behave
i) Explain the causes of behavior
ii) Predict how organisms behave in certain situations
iii) Control an organisms behaviors

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11
Q

how our genes, hormones, and nervous system interact with our environment to influence learning, personality, memory, motivation, and emotions. (viewing CT scans of two twins, one with schizophrenia one without it, you can see the difference in the brain)

A

biological approach

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12
Q

how we process, store, and use information and how this information influences what we attend to, perceive, learn, remember, believe, and feel.

A

cognitive approach

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13
Q

studies how organisms learn new behaviors or modify existing ones, depending on whether events in their environments reward of punish these behaviors.

A

behavioral approach

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14
Q

Stresses the influence of unconscious fears, desires, and motivations on thoughts, behaviors, and the development of personality traits and psychological problems later in life.

A

psychoanalytic approach

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15
Q

Emphasizes that each individual has a great freedom in directing his or her future, a large capacity for personal growth, a considerable amount of intrinsic worth, and enormous potential for self-fulfillment.

A

humanistic approach

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16
Q

Studies the influence of social and cultural factors on psychological and behavioral functioning

A

sociocultural approach

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17
Q

studies how evolutionary ideas, such as natural selection and adaptation, explain human behaviors and mental processes

A

evolutionary approach

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18
Q

Studies how the biological, psychological, and social influences explain human health and illness

A

bio psychosocial approach

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19
Q

a physician who diagnoses physical and neurological causes of abnormal behavior and treats these behaviors, often with prescription drugs. (M.D. or D.O.)

A

psychiatrist

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20
Q

has spent four to five years in graduate education and has earned a doctorate in psychology. Clinical vs experimental (Ph.D, Psy.D, or Ed.D.)

A

psychologist

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21
Q

includes the assessment and treatment of people with psychological problems, such as grief, anxiety, or stress (ask questions like which type of therapy is most effective for this type of disorder? How do people develop phobias?)

A

clinical/counseling

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22
Q

examines moral, social, emotional, and cognitive development throughout a persons entire life (why do some babies cry more than others? What happens to our sex drive as we age?)

A

developmental

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23
Q

involves the study of social interactions, stereotypes, prejudices, attitudes, conformity, aggression, etc. (how does being in a group affect one’s behavior? How can people make a good impression on others?)

A

social

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24
Q

includes the areas of sensation, perception, learning, motivation, etc. (why does an animal press a bar to obtain food? Can learning principles he used to discipline children?)

A

experimental

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25
Q

: involves research on the physical and chemical changes that occur during stress, learning, and emotions and how our nervous system interacts with the environment. (how do brain cells change during alzheimer’s disease? How do genes affect your intelligence?)

A

biological

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26
Q

: focuses on measurement of peoples abilities, skills, intelligence, personality, and abnormal behaviors. (what do college entrance tests show? What career best fits my abilities?)

A

psychometrics

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27
Q

focuses on how we process, store, and retrieve information and how cognitive processes influence our behavior. (what is the best way to learn new information? Do men and women think differently?)

A

cognitive

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28
Q

examines the relationships of people and their work environments. (how can we increase the productivity of workers? How can we select employees who will be successful?)

A

industrial/organizational

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29
Q

a) A multistep technique of gathering information and answering questions so that errors and biases are minimized

A

scientific method

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30
Q

surveys and polls

A

descriptive research

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31
Q

questions that allow respondents to answer in whatever way they see fit. Ex: what are comments about this professor?

A

open ended questions

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32
Q

people give their opinion by picking the best of two or more options. (likert scale: strongly agree, agree, neutral, disagree, strongly disagree)

A

forced choice questions

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33
Q

when we watch, and systematically record what a person or think is doing. Can be bad because your bias can affect your interpretation of what you see

A

observational research

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34
Q

when people change their behavior when they know they’re being watched

A

reactivity

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35
Q

doing an in depth research on a single person

A

case study

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36
Q

a topic that deals with the magnitude and direction of relationships, primarily concerned with whether or not a relationship exists between two variables.

A

correlation research

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37
Q

manipulate at least one variable and measure another

A

experimental research

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38
Q

the variable we manipulate, the one that receives change

A

independent variable

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39
Q

the measured variable

A

dependent variable

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40
Q

the variable that an experimenter holds constant on purpose

A

control variable

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41
Q

in 1932, the US public health service began studying the effects of untreated syphilis in poor, African American males. The researchers wanted to better understand the progression of the disease, (since there was no “real” cure at the time) until the participants had died. The study lasted 40 years, the researchers made a series of abysmal ethical decisions:

i) The men were told that they were being treated
ii) The men who did not have syphilis-and then contracted it-were not told that they had the disease
iii) The men never received any beneficial treatment

A

The Tuskegee Syphilis Study

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42
Q

Milgram ran a series of experiments on obedience to authority that was very unethical

A

the mil gram obedience study

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43
Q

contained 3 principles for conducting research with human participants:

i) Respect for persons: informed consent
ii) Beneficence: can’t harm your participants, and have to take steps to insure your participants are not harmed
iii) Justice: is it worth it to harm your participants? IRB

A

the belmont report

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44
Q

900 billion: support cells, they insulate, feed and guide growth

A

glial cells

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45
Q

send and receive electrical signals

A

neurons

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46
Q

provides fuel, manufactures chemicals, and maintains the working order of the entire neuron

A

cell body

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47
Q

receive signals from other neurons, muscles, or sensory organs and pass these signals to the cell body

A

dendrites

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48
Q

carries signals away from the cell body to neighboring neurons, organs, or muscles

A

axons

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49
Q

insulates the axon and prevents interference from other electrical signals

A

myelin sheath

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50
Q

contain chemicals called neurotransmitters which are used to communicate with neighboring cells

A

axon terminal (terminal bulbs)

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51
Q

small space between the axon terminal and the adjacent body organ, muscle, or cell body

A

synapse

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52
Q

brain and spinal cord

A

central nervous system

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53
Q

bundles of axons and dendrites that come from the spinal cord

A

nerves

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54
Q

nerves

A

peripheral nervous system

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55
Q

the axon has a charge (or potential)

A

resting state

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56
Q

an electric current that is generated by the influx of sodium ions inside the axon

A

action potential

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57
Q

a series of action potentials that happen segment by segment down the axon, is created.

A

nerve impulse

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58
Q

release their transmitters which communicate with the neighboring organs, muscles, or cell bodies and either inhibit of exile their function

A

terminal bulbs

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59
Q

ii) Chemical messenger that carries information between nerves and body organs, such as muscles and heart

A

transmitters

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60
Q

a special class of transmitters that are made in the brain, used to communicate between neurons during mental or physical activity.

A

neurotransmitters

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61
Q

glutamate, dopamine, serotonin, gamma-amino butyric acid(gaba), acetylcholine, norepinephrine

A

common neurotransmitters

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62
Q

similar to neurotransmitters, but smaller

a) Used to communicate between neurons during mental of physical activity

A

neuropeptides

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63
Q

naturally occurring chemical released in response to paths or series

A

endorphin

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64
Q

an unlearned, involuntary reaction to know stimulus

A

reflex

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65
Q

is a process through which neurotransmitters are removed from the synapse by being transported back into the end bulbs. Dopamine remains in the synapse and produces a feeling of euphoria

A

reuptake

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66
Q

enters the bloodstream, reaches the muscles, and blocks the receptors on muscles. When the receptors are blocked, the muscles become paralyzed

A

curare

67
Q

chemical keys are similar to naturally occurring endorphins. Laughter and Hallucinations

A

salvias

68
Q

i) Accidental errors in genetic instructions that lead to a change

A

genetic mutations

69
Q

i) The genes that will help an organism survive and reproduce will continue in a species, while the genes that do not, will not

A

natural selection

70
Q

studies how evolutionary ideas such as adaptation and natural selection explain human behaviors and mental processes

A

the evolutionary approach

71
Q

brain and spinal cord (both made up of neurons, bundles of axons, and dendrites) main function of those is to send and receive messages

A

central nervous system

72
Q

regulates heart rate, blood pressure, hormones

A

autonomic nervous system

73
Q

: increases physiological arousal and prepares the body for action

A

sympathetic nervous system

74
Q

returns the body to a relaxed state

A

parasympathetic nervous system

75
Q

A network of nerves that connect either to sensory receptors or to muscles that you can move voluntarily

A

somatic nervous system

76
Q

very well developed in humans

i) Largest part of the brain
ii) Left and right hemispheres; connected by the corpus callosum
iii) Learning and memory, speaking and language, emotion, planning, decision making

A

forebrain

77
Q

reward/pleasure center

i) Awesome
ii) Relays visual and auditory information

A

midbrain

78
Q

evolutionarily primitive

i) Has remained fairly constant throughout evolution
ii) Contains 3 major parts: pons (regulates sleep), medulla (regulates heart rate and breathing), cerebellum (controls motor function)

A

hindbrain

79
Q

interpreting emotions, socially normal, healthy personality, decision making, planning, reasoning…executive functions. Also contains the motor cortex, which is involved in all voluntary motor movements. (motor homunculus)

A

frontal lobe

80
Q

processing sensory information from body parts including touching, feeling temperature, pain and attending to

A

parietal lobe

81
Q

processes information about touch, the location of limbs, pain, temperature

A

somatosensory cortex

82
Q

involved in hearing, speaking coherently, and understanding written and spoken word: contains the primary auditory cortex and the auditory association area: receives signals from the ear and transforms the sounds into recognizable auditory information

A

temporal lobe

83
Q

necessary for speaking in coherent sentences and understanding speech

A

wernicke’s area

84
Q

used for combing sounds into words and arranging words into sentences

A

broca’s area

85
Q

a disturbance of comprehension or expression of language

A

aphasia

86
Q

involved in processing visual information including seeing colors and recognizing objects, animals, and people. Contains the primary visual cortex and the visual association area. Receives signals from the eyes, transforms them into basic sensations such as color, light, texture…then transforms the sensations into meaningful perceptions

A

occipital lobe

87
Q

interconnected section of the forebrain that regulates many motivational behaviors: eating drinking, sex, emotional behaviors

A

limbic system

88
Q

involved in saving temporary memories and putting them into permanent storage in various other parts of the brain: memory

A

hippocampus

89
Q

evaluating emotional significance of stimuli, especially fear, threat, distress

A

amygdale

90
Q

sensory relay. Every sense that comes in through your brain is relayed through the thalamus

A

thalamus

91
Q

regulates the four f’s (fight or flight response, feeding, intercourse)

A

hypothalamus

92
Q

i) Measures the electrical activity and provides information about brain activity, can show what areas of the brain are active during certain cognitive tasks

A

Electroencephalograph (EEG)

93
Q

i) Measures the amount of radiation that is absorbed by neurons
ii) Active neurons absorb more than less active neurons
iii) Different levels of absorption are represented by different colors

A

Positron emission tomography (PET)

94
Q

i) Measures the change in activity of functioning neurons during a cognitive task

A

Functional magnetic resonance imaging

95
Q

meaningless bits of information that result when the brain processes the electrical signals

A

sensations

96
Q

meaningful sensory experiences that result when the brain combines hundreds of senses

A

perception

97
Q

a segment of electromagnetic energy that we can see because these waves are the correct length to stimulate the receptors in the eye

A

the visible spectrum

98
Q

focuses light waves into a more narrow beam

A

cornea

99
Q

allows light to enter the eye

A

pupil

100
Q

the muscle around the pupil that controls how much light enters the eye

A

iris

101
Q

: focuses light waves into an even more narrow beam than the cornea

A

lens

102
Q

contains photoreceptors which begin the transduction process

A

retina

103
Q

: optic nerve to lateral geniculate nucleus (thalamus) to primary visual cortex to visual association area

A

vision pathway

104
Q

free nerve endings wrap around the base of each hair follicle

A

hair receptors

105
Q

these receptors transmit information about pain and temperature

A

free nerve ending

106
Q

receptors that send information based on vibration

A

sensory receptors

107
Q

i) Stimulus: various chemicals

(1) Sweet salty sour bitter umami

A

gustation

108
Q

iii) Only direct pathways straight to your brain

iv) Pathway: thalamus then outward for processing

A

olfaction

109
Q

the point at which a stimulus is perceived and below which it is not perceived

A

threshold

110
Q

the smallest increase or decrease in the intensity of a stimulus that a person can detect 50% of the time

A

just noticeable difference

111
Q

the minimum amount of stimulus energy that a person can detect 50% of the time

A

absolute threshold

112
Q

guided by previous knowledge to recognize the whole pattern

A

top down processing

113
Q

begins with bits and pieces of information that, when combined, lead to the recognition of the whole pattern

A

bottom up processing

114
Q

gestalt psychologists came up with rules to explain how our brains combine and organize individual pieces of elements into a meaningful perception

A

organizational rules

115
Q

picking out an object from its background (pick out an object from its background)

A

figure ground rule

116
Q

we tend to fill in missing parts of a figure to see it as complete

A

closure

117
Q

we tend to group elements together that appear similar

A

similarity

118
Q

we group together objects that are physically close together

A

proximity

119
Q

stimuli are organized in the simplest way possible

A

simplicity

120
Q

we tend to favor smooth or continuous paths

A

continuity

121
Q

a) We perceive sizes, shapes, brightness, and colors as remaining the same even though their physical characteristics are constantly changing

A

perceptual constancy

122
Q

our tendency to perceive objects as remaining the same size even when their image is on the retina are continually growing and shrinking

A

size constancy

123
Q

our tendency to perceive an object as retaining its same shape, even though you view it from different angles

A

shape constancy

124
Q

our tendency to perceive colors as the same in different lighting

A

brightness and color constancy

125
Q

the ability of your eye and brain to add a third dimension, depth to all visual perceptions…even though images projected on the retina are in only two dimensions

A

depth perception

126
Q

depends on the movement of both eyes for the perception of depth

A

binocular cues

127
Q

the brain uses signal sent from the eyes to determine distance

A

convergence

128
Q

each eye sees a slightly different picture this is interpreted by the brain and gives us a cue to its distance

A

retinal disparity

129
Q

commonly arise from the way objects are arranged in the environment

A

monocular cues

130
Q

when parallel line converge in the distance

A

linear perspective

131
Q

when we expect that two objects are the same size, but they do not appear to be

A

relative size

132
Q

one object overlapping another obejct appears to be closer

A

interposition

133
Q

brightly lit objects appear closer

A

light and shadow

134
Q

objects with detailed texture appear closer

A

texture gradient

135
Q

clearer objects appear to be nearer than hazy objects

A

atmospheric perspective

136
Q

faster moving objects appear to be closer to us

A

motion parallax

137
Q

different levels of awareness of one’s thoughts and feelings

A

consciousness

138
Q

: activities that require full awareness, alertness, and concentration to reach a goal

A

i) Controlled processes:

139
Q

activities that require little awareness and do not interfere with other activities

A

automatic processes

140
Q

requires a low level of awareness, often occurs during automatic processes, involves fantasizing while awake

A

daydreaming

141
Q

awareness that differs from normal consciousness

(1) Can be produced by meditation, hypnosis, psychoactive drugs…

A

altered states

142
Q

: five different stages of awareness, responsiveness, and physiological arousal

A

sleep

143
Q

a variety of visual, auditory, and tactile images, often connected in strange ways

A

dreams

144
Q

: total lack of sensory awareness and complete loss of responsiveness to one’s environment

A

unconsciousness

145
Q

internal timing systems that are genetically set to regulate various physiological responses for different periods of time

A

biological clocks

146
Q

a biological clock that is set to regulate physiological responses for around 24 hours

A

circadian rhythm

147
Q

(2) The location of a biological clock (circadian rhythm) that controls your sleep-wake cycle is

A

suprachiasmatic nucleus

148
Q

secreted by the pineal gland during the dark and plays a role in promoting sleep

A

melatonin

149
Q

transition from wakefulness to sleep

(a) 1-7 minutes
(b) marked with theta waves

A

stage one

150
Q

Marks what we really refer to as sleep

(a) 5-15 minutes
(b) marked with theta waves

A

stage two

151
Q

deep sleep

(a) 15-45 minutes
(b) MARKED WITH DELTA WAVES

A

stage 3 and 4

152
Q

most of your dreaming occurs in this stage (20% of all sleep)
(a) 15-45 minutes

A

rapid eye movement

153
Q

(1) When we are asleep, our censor that protects us from realizing our unconscious desires is turned off
(2) Our desires are manifested in symbols that appear in our dreams

A

Freud’s theory of dreams

154
Q

(1) Our dreams reflect the same thoughts, fears, emotions, problems, and concerns that we have when we are awake

A

extensions of waking life

155
Q

(1) The section of the brain involved in reasoning is shut down during sleep
(2) As a result, different chemicals and neural influence produce hallucinations, delusions, emotions, and bizarre thought patterns

A

activation synthesis theory

156
Q

(1) Dreaming serves a biological function by repeatedly stimulating events that are threatening in our waking lives so we can rehearse our responses

A

threat simulation theory

157
Q

difficulties in either going to sleep or staying asleep throughout the night

A

insomnia

158
Q

(a) Xanax, restoril

A

benzodiazepines

159
Q

ambien, lunesta

A

non benzodiazepines

160
Q

repeated periods during sleep where a person stops breathing for 10 seconds or longer

A

sleep apnea

161
Q

: a chronic disorder that is characterized by excessive sleepiness, usually in the form of short bursts of sleep attacks throughout the day

A

narcolepsy

162
Q

waking up during stage 3 or 4 of sleep with a scream, rapid breathing, increased heart rate

A

night terror

163
Q

occur during REM sleep and are anxiety producing images that occur during dreams

A

nightmares

164
Q

occurs during stages 3 or 4 and consists of walking around (usually clumsily)

A

sleepwalking

carda (45 decks)

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