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Mac- Freshman Year- Spring Semester > Psych Exam 1 > Flashcards

Psych Exam 1 Flashcards

1
Q

Explain hindsight bias

A

We are good at explaining things AFTER they happen

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2
Q

What is HARKing

A

Hypothesizing after results are known

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3
Q

Explain confirmation bias

A

the tendency to interpret new evidence as confirmation of your already existing beliefs

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4
Q

availability heuristic

A

Things that are more “accessible” to one are more likely to be overestimated. It is our tendency to use information that comes to mind quickly when making decisions. How easily something comes to mind influences how common/likely we think it is.

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5
Q

Theory

A

A way to organize scientific observation. It is not just a guess or a hunch. Theories can be dropped or altered with more evidence

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6
Q

What is a hypothesis

A

hypothesizes are more specific than theories and they need to be able to be tested.

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7
Q

what does it mean to operationalize a constuct

A

It is the processing of defining measurable ways on how you measure a construct in a specific study.

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8
Q

why is it important to be able to falsify a theory or hypothesis

A

It is not a fact and being able to falsify it allows forward movement in the research and to learn more

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9
Q

Basic theory

A

meant to develop theory and expand knowledge of a topic. These are done in a controlled environment

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10
Q

Applied theory

A

examines topics in the real world. Allows researchers to examine theories in environments with lots of uncertainty

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11
Q

Measurement in psych is different. Why?

A

In other scientific fields measurement can be easy but in psych it is not that straightforward. In psych, a constuct is an abstract variable you want to study.

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12
Q

What are the 2 components of measurement

A

true score and measurememt error

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13
Q

true score

A

the exact amount of a given construct. we never know this for sure because we can’t measure a lot of things

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14
Q

measurement error

A

the error that comes from wording of questions, unclear instuctions, mistakes in data, etc.

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15
Q

Measuring constructs/how to operationalize

A

usually measured in numeric values. This can be done through behaviors, questionares, observations, etc. It has to realistically be measurable.

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16
Q

Type of measurement data/operalization

A

nominal, ordinal, interval, ratio

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17
Q

nominal data

A

no ranking order (ex is fav color)

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18
Q

ordinal data

A

ranking order with a consistent distance. It doesn’t tell the difference between rankings (ex olympic athlete finish order)

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19
Q

interval data

A

ranking order, consistent data, no zero value. (ex degrees or year someone was born)

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20
Q

ratio data

A

ranking order, consistent distance, THERE IS a zero (ex height)

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21
Q

reliability

A

consistency of findings

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22
Q

validity

A

correct assumptions/ measuring what you want to

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23
Q

internal validity

A

how well you can determine causality. if correlational, the outcome must change because of the predictor

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24
Q

temporal precedence

A

the idea in internal validity that things have to work in real time order.

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25
Q

external validity

A

generalizing something to a greater context

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26
Q

random vs. convenience sample

A

Random is ideal but impossible to achieve. Convenience is closer to random and easier to achieve

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27
Q

measures of central tendency

A

a summary measure to describe sets of date (mean, median, mode)

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28
Q

3 elements that determine causality

A

Co-variation, temporal precedence, elimination of plausible alternatives

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29
Q

co-variation

A

correlation. Outcome varies because of the predictor

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30
Q

elimination or plausible alternatives

A

do so by using random assignment, experiemental control, or measurement of 3rd variables

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31
Q

what is descriptive research

A

describing how the world is. Describing what things are like.

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32
Q

advantages of descriptive research

A

high external validity, and easier to collect data

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33
Q

disadvantages of descriptive research

A

sometimes baheviors are hard to observe, harder to not affect the data, doesn’t tell you why something happens, no comparison between variables, confounding variables

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34
Q

confounding variables

A

another variable that affects the outcome variable that was not accounted for

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35
Q

correlational research

A

tells us two things between variables: 1) what is the strengths of the relationships between them and 2) what is the direction of the relationship (is it positive or negative). Correlational research helps describe and predict relationships WITHOUT MANIPULATING THE VARIABLES

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36
Q

what are cross sectional variables

A

a correlational study where both variables are measured at the same time

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37
Q

what are longitudinal variables

A

a correlational study where variables are measured over time.

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38
Q

disadvantages of correlational research

A

correlation is not causation and counfounding variables are not controleld

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39
Q

what are the advantages of correlational research

A

shows the realtionship between variables, helps with prediction, good for natural variables, higher external validity because there is no manipulation, etc.

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40
Q

what are the advantages of experimental research

A

controls all possible alternatives and there is a strong likelihood that results are a causality

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41
Q

what are the disadvantages of experiemental research

A

less external validity, can be time consuming and cost a lot, you have to manipulate everything and it can be difficult

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42
Q

what are 3 basic principles of ethical research

A

beneficence, autonomy, justice

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43
Q

beneficence

A

the ethical practice of maximizing benefits (to participants and society) in minimizing risks in a study

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44
Q

autonomy

A

the ethical practice of informed consent + rights as well as non-penalized option to leave the study at any time

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45
Q

Justice

A

the ethical practice of being fair in participant selection

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46
Q

debreifing

A

important after a study to explain the purpose of a study and to undo any discomfort experinced.

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47
Q

action potential

A

electrical signals that run down the axon. It begins when dendrites give a signal and it ends at terminal buttons

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48
Q

magnitude of action potential (what does it mean by all or nothing)

A

all or nothing: fires at the same level when excitatory signals are suffieicntly high relative to inhibitatory signals. magnitude is NOT intensity. It is an independet thing

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49
Q

intensity of stimulus of action potential

A

rate of fire and number of neurons firing

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50
Q

myelin

A

fatty cells that insulate axon and allow for action potential to move faster. unmyelinated is 0.3 meters/second and myelinated is 50meters/second

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51
Q

terminal buttons

A

release of neurotransmitters. located at end of axon

52
Q

synpatic cleft/gap

A

gap between terminal buttons of one neuron and dendrites of the next

53
Q

neurotransmitter

A

chemical messengers that are released and attach to receptor sites

54
Q

receptor site

A

located on dendrites and accept neurotransmitters

55
Q

reuptake

A

neurotransmitters that dont bind to receptor sites and they are brought back into the terminal buttons

56
Q

glial cells (3 main roles)

A

cells that provide nutrients, insulation (they are in myelin) and destroy pathogens

57
Q

agonist

A

molecules that increase a neurotransmitters action (ex: SSRI)

58
Q

antagonist

A

molecules that block a neurotransmitters action (ex: botox does this)

59
Q

sensory neurons

A

carry messages from body to the CNS

60
Q

motor neurons

A

carry instructions from CNS to body muscles

61
Q

interneurons

A

communicate with each other and they connect sensory and motor neurons. They allow for reflexes when reaction needs to be faster

62
Q

sympathetic nervous system

A

arousal, fight or flight

63
Q

parasympathetic nervous system

A

calming, conserve energy, return to normal after fight or flight

64
Q

hormones

A

slow chemical messenger in bloodstream. It has longer lasting affects and causes interest in things like food, sex, aggression.

65
Q

how are hormones similar to neurotransmitters

A

both chemical messengers

66
Q

EEG

A

use of small metal disks to detect brain waves and activity

67
Q

flaws of EEG

A

They can only give info about broad brain regions

68
Q

PET

A

examines glucose consumption in the brain. It involves injecting someone with radioactive glucose

69
Q

flaws of PET

A

requires foreign substance, specific region only.

70
Q

pros of PET

A

can detect precise changes over time and participants can move around

71
Q

pros of EEG

A

provide great temporal data

72
Q

fMRI

A

successive scans show which area are seeing increased blood flow. The more oxygen consumed, the more active the area was

73
Q

flaws of fMRI

A

only broad temporal changes, all activites must be done in the machine

74
Q

pros of fMRI

A

doesn’t require foreign agent, high resolution

75
Q

brainstem

A

oldest and innermost brain region. sole funciton is to keep us alive

76
Q

5 areas in brain stem

A

cerebellum, medulla, pons, thalamus, recticular formation

77
Q

cerebellum

A

voluntary movements of muscles. Responsible for balance. Processes and stores unconscious info. Passing of time.

78
Q

medulla

A

heartbeat, respiration, natural reflexes

79
Q

pons

A

coordinates info from brain stem, passes info into hindbrair and cerebellum, helps with sleep and wake and breathing

80
Q

thalamus

A

top of the brainstem, first stop for sensory messages (except smell)

81
Q

recticular formation

A

a nerve network running through the brainstem and thalamus. It regulates exitement arousal. related to waking up and multitasking

82
Q

limbic system/midbrain

A

surrounds tip of brainstem, second region to develop

83
Q

limbic system/midbrain contains…

A

amygdala, hypothalamus, hippocampus

84
Q

amygdala

A

emotions, primarily threat response emotions (fear, disgust, anger). may help encode memories of emotional events

85
Q

hypothalamus

A

controls autonomic nervous system. Drives things like hunger and thirst, four F’s

86
Q

four Fs

A

flight, feed, fleeding, reproduce

87
Q

hippocampus

A

consious memories. most memories are encoded here but not stored here. Decreases in size with age

88
Q

Cerebral Cortex

A

Its the outer part of the brain and has 4 lobes with two hemispheres

89
Q

parts of cerebral cortex (5)

A

occipital lobe, parietal lobe, temporal lobe, frontal lobe, corpus callosum

90
Q

occipital lobe

A

visual processing. first place for visual info but not the last. Here the scene is broken down into its simplest elements (dark and light, color, etc)

91
Q

parietal lobe

A

sense of direction and spatial recognition. Where body is in space. Also contains the sensory strip and sensory info related touch

92
Q

temporal lobe

A

auditory. processes auditory info that comes from the thalamus. object recognition as well

93
Q

frontal lobe

A

sense of self and personality. primary is executive function (planning and reasoning, languages, emotional complex, future consequences, etc.)

94
Q

corpus callosum

A

the connector between the two brain hemispheres.

95
Q

left hemisphere

A

logical. quick and exact interpretations

96
Q

right hemisphere

A

creative and intuitive. self awareness and modulating speech

97
Q

plasticity

A

the brain changes throughout life and builds pathways. for example, if part of the brain is damaged, other parts are sometimes able to take over them.

98
Q

neurogegnisis

A

700 new neurons created each day

99
Q

what are genes

A

biochemical unites of heredity that make up chromosomes of the DNA. provide code to create the proteins of DNA

100
Q

epigenetics

A

how behaviors and environements can affect the way your genes work. can change how your body responds to DNA. these influence whether genes are active or not.

101
Q

culture

A

enduring behaviors, ideas, traditions, etc. that are shared through a group of people through generations. people notice culture more when they aren’t a part of that culture. It can influence your behavior and mindset a lot.

102
Q

individualist vs collectivist

A

individualist- focused on you first and independence. collectivist- focused on groups and you are second.

103
Q

the study of continuity and change

A

how do people stay the same over time and how do they change over time?

104
Q

specific stages

A

like a butterfly. some doubt this.

105
Q

continous development

A

more likely for humans. continuous. yeah. duh

106
Q

schema

A

a concept or framework built to help ppl make sense of the world

107
Q

assimilation

A

interpreting new ideas through the schemas you already have

108
Q

accommodation

A

changing your schemas based on new info

109
Q

stages of piagets theory of cognitive decelopment (in order)

A

sensorimotor stage, preoperational stage, concrete operation, formal operations

110
Q

sensorimotor stage

A

focus on interactions babies have with objects around them. They cant understand that what they cant see still exists (object permanence)

111
Q

preoperational stage

A

begin to develop language and abstract thinking. they are unable to take another persons POV (theory of mind)

112
Q

concrete operational state

A

children are able to think logically (such as cause and effect)

113
Q

formal operations

A

learn to think abstractly. can understand if then statements

114
Q

modern views on piaget

A

he identified significant research and milestones that are mostly correct. development is more continuous than he thought, though, and children are much smarter than he thought. The ages he thought were in each stage are not accurate.

115
Q

moral intuition

A

innate sense of good and bad. it is your first instinct

116
Q

moral reasoning

A

rules for thinking about morals. It develops in adolescence

117
Q

scaffolding

A

caregivers can support a child higher level tasks by helping and guiding them

118
Q

proximal development

A

the tasks that kids can do only with help of a caregiver or someone else

119
Q

3 attachemnt styles

A

secure, anxious, avoidant. These attachment styles continue into adulthood. (Can shift in different relationships but overall will continue to be similar to original (especially when you first meet people) )

120
Q

secure attachment

A

distressed when caregiver leaves and when they come back they are fine

121
Q

anxious attachment

A

distressed when caregiver leaves and they don’t get better when caregiver gets back

122
Q

avoidant attachment

A

don’t seem to care when caregiver leaves

123
Q

heritability

A

the amount of a difference between people that is due to genetic factors.

124
Q

heritability of identical twins

A

0%. becasue the differences are not due to genes

125
Q

heritability of the same environments

A

100%

Mac- Freshman Year- Spring Semester (10 decks)

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