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Semester 2 > Psych Midterm 1 > Flashcards

Psych Midterm 1 Flashcards

1
Q

Identify, gather, test, analyze, build

A

The Scientific Method

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2
Q

why use the scientific method?

A

reduces bias and helps provide better theories

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3
Q

we know what happens after it occurs

A

hindsight bias

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4
Q

we only consider evidence that is present

A

present/present bias

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5
Q

basing judgements off of what comes to mind first

A

availability heuristic

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6
Q

objective statement usually based on direct observation that observers agree us true

A

fact

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7
Q

hypothetical account of how/why a phenomenon occurs

A

theory

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8
Q

a specific testable prediction made by a theory

A

hypothesis

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9
Q

what makes a good theory?

A

comprehensive - explain info we already know
testable/falsifiable
simple
generative - generates new ideas and research

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10
Q

simpler theory is preferred

A

law of parsimony

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11
Q

conceptual definition of a variable

A

what it means (one per variable)

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12
Q

operational definition of a variable

A

how it is measured/manipulated in context of a study (can be multiple per variable)

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13
Q

self-report

A

people report about themselves
easy but not always accurate (social desirability bias)

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14
Q

observing behaviour

A

use frequency, occurrence, or timing of natural occurrence
knowing you’e being observed may affect behaviour

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15
Q

decrease of observation-based effects over time

A

habituation

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16
Q

recording info while participants are unaware (sometimes unethical)

A

unobtrusive measures

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17
Q

using pre-existing records/documents
good for large scale studies

A

archival measures

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18
Q

looking at what the body is doing
ex. heart rate, sweat, neural imaging

A

physiological measures

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19
Q

projective psychological tests

A

based on assumption of projected hypothesis

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20
Q

performance-based psychological tests

A

how confident you are in certain areas
ex. memory-based

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21
Q

who we want to make a conclusion about

A

population

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22
Q

smaller group, represents population

A

sample

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23
Q

random sampling

A

every member of population is equally likely to be chosen

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24
Q

representative sample

A

reflects important aspects of populations

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25
Q

convenience sampling

A

based on availability; not random

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26
Q

systematic study plan used to turn research questions into study

A

research design

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27
Q

qualitative research

A

use non-numerical data

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28
Q

quantitative research

A

uses numerical data
most common

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29
Q

research that seeks to identify how humans and animals behave
ex. case study, naturalistic observation, surveys

A

descriptive research

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30
Q

in-depth analysis of individuals/groups/events

A

case study

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31
Q

behaviour is observed as it occurs in a natural setting

A

naturalistic observation

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32
Q

collecting info through questionnaires/ interviews

A

survey research

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33
Q

examines/measures relationship between 2+ variables
quantitative, allows us to make predictions

A

correlational research

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34
Q

correlation coefficient

A

indicates direction/strength of relation
-0 is no relationship, +1 or -1 is stronger
-positive: both variables increase
-negative: one variable increases, other decreases

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35
Q

can determine causation and rule out alternative explanations

A

experiments

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36
Q

3 characteristics of experiments

A

-manipulate variables
-measure whether manipulation influences other variables
-attempt to control extraneous factors

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37
Q

manipulated/controlled variable (cause)

A

independent variable

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38
Q

measured and may be influence by independent variable (effect)

A

dependent variable

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39
Q

3 criteria for causation (in experiments)

A

covariance
temporal precedence
internal validity

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40
Q

as IV changes, DV changes (there is an effect)

A

covariance

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41
Q

cause happens before effect

A

temporal precedence

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42
Q

does experiment support clear causal connections

A

internal validity

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43
Q

experimental design in which participants only experience one level of IV/manipulation

A

between-subjects

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44
Q

experimental design in which participants experience all levels of IV/manipulation

A

repeated measures

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45
Q

experiments with multiple IVs test effect of IV on the DV varies depending on levels of another IV

A

interaction

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46
Q

tendency for a measure to produce the same result whenever it’s used to measure the same thing

A

reliability

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47
Q

consistent assessment at different points in time

A

test-retest reliability

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48
Q

consistent assessment from different researchers/evaluators (ex. Olympic judges)

A

integrator reliability

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49
Q

consistent items within an assessment

A

internal reliability

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50
Q

accuracy of a measure
allows you to draw accurate inferences from observation

A

validity

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51
Q

measure appears to assess what it is supposed to (can tell by looking at it)

A

face validity

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52
Q

measure assesses all parts of a defined construct (ex. exam)

A

content validity

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53
Q

measure correlates (+ or -) strongly with constructs
integrates other measures

A

convergent validity

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54
Q

measure correlates weakly/has no relationship to things it should relate to

A

discriminant validity

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55
Q

variables researchers are not including/ considering in a study but could be affecting results

A

confounding variables

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56
Q

change in symptoms/behaviour based on expectation/belief of receiving treatment

A

placebo effect

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57
Q

substance with no pharmacological effect
ex. sugar pills, saline solution

A

placebo

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58
Q

participants don’t know purpose of study or what treatment they are receiving

A

single-blind study

59
Q

ways in which the experimenter influences participants and results

A

experimenter-expectancy results

60
Q

participant and experimenter ae blind to conditions of study

A

double-blind procedure

61
Q

degree to which the results of a study can be generalized

A

external validity

62
Q

ethical conduct for research involving humans

A

trig-council policy statement

63
Q

NSERC (natural sciences and engineering research council)

A

looks at physical processes

64
Q

SSHRC (social sciences and humanities research council)

A

looks at social psychology

65
Q

the welfare and integrity of the individual takes priority in human research (not taken advantage of)

A

respect for human dignity

66
Q

individuals have the right to make their own free/informed decisions

A

respect for free and informed consent

67
Q

protects vulnerable participants/people who don’t have the ability to fully provide consent

A

respect for vulnerable persons

68
Q

info from study can’t be traced back to the person; protects their identity

A

respect for privacy and confidentiality

69
Q

fair methods, standards, and procedures for viewing research protocols through an independent process

A

respect for justice and inclusiveness

70
Q

potential harms should not outweigh benefits

A

balancing harms and benefits

71
Q

when the independent variable involves a lie

A

deception

72
Q

telling a lie to participants

A

lie of commission

73
Q

not telling participants something/leaving something out about the study

A

lie of ommission

74
Q

people who are part of a study team pretending to be participants; actors in a study

A

confederates

75
Q

telling participant everything after the study

A

debriefing

76
Q

3 Rs of animal research ethics

A

replacement - don’t use animals if possible
reduction - use as few animals as possible
refinement - should cause minimal discomfort

77
Q

summarize and describe characteristics of a data set

A

descriptive statistics

78
Q

tells us how confident we can be in making conclusions or inferences based on findings from a sample; studies use experimental methods, correlations, or other hypothesis testing procedures

A

inferential statistics

79
Q

measures that describe a distribution in terms of a single statistic

A

measures of central tendency

80
Q

most frequent response in a distribution

A

mode

81
Q

average of a set of scores; usually used to describe central tendency

A

mean

82
Q

score that is in the middle of the distribution

A

median

83
Q

provide info about the spread of scores in a distribution

A

measures of variability

84
Q

difference between highest and lowest score in a distribution

A

range

85
Q

average of the squared deviation scores around the mean

A

variance

86
Q

a combo measure of variance around the mean

A

standard deviation

87
Q

symmetrical bell-shaped curve that represents a theoretical distribution of scores in the population

A

normal curve

88
Q

term that suggests that it is unlikely that a particular finding occurred by chance alone (there is likely an effect)

A

statistical significance

89
Q

probability of finding observed or more extreme results when there is no true effect

A

p-value

90
Q

system of symbols and rules for combining them so they generate meaning

A

language

91
Q

socially constructed ways of communicating things; stands for something when there is no direct link to it outside social consensus

A

symbolic (property of language)

92
Q

symbols have to be in a certain order to make sense (letters, punctuation, etc.)

A

grammar

93
Q

rules that govern the order of words

A

syntax

94
Q

meaning of words and sentences

A

semantics

95
Q

symbols canoe combined to generate an infinite number of messages

A

generativity

96
Q

can talk about things that are not physically present (ex. historic events)

A

displacement

97
Q

5 properties of language:

A

symbolic
structure
meaning
generativity

97
Q

5 properties of language:

A

symbolic
structure
meaning
generativity
displacement

98
Q

smallest unit of speech sound that can signal differences in meaning (ex. “l”og vs. “d”og)

A

phoneme

99
Q

smallest unit of language that has a sense of meaning (ex. DOGs has two)

A

morpheme

100
Q

the highest level of language (sentences are combined into paragraphs, books, etc.)

A

discourse

101
Q

what exact words are used in what exact order; can use different ________ to say the same thing

A

surface structure

102
Q

underlying meaning that is being conveyed in sentences; stored as concepts/rules in long-term memory

A

deep structure

103
Q

beginning with smaller concepts and putting them together to form big idea (for things you can’t automatically understand)

A

bottom-up processing

104
Q

existing knowledge is applied to make sense of new information

A

top-down processing

105
Q

where it makes sense for each word to begin and end

A

speech segmentation

106
Q

in language learning, knowledge of practical aspects of using it; sometime people mean more than just what they say; how people use language in order to convey a message

A

pragmatics

107
Q

children learn language by just listening (no formal instruction)

A

language acquisition

108
Q

innate biological mechanism that contains general grammatical rules common to all languages; biological foundation

A

language acquisition device (LAD)

109
Q

factors in social environment that facilitate language learning; more socially based model of language acquisition; models parents use to get kids to learn (ex. repetition, emphasis, etc.)

A

language acquisition support system (LASS)

110
Q

abbreviated speech, only key words are used

A

telegraphic speech

111
Q

impairment of language, affecting speech production and comprehension and the ability to read or write

A

aphasia

112
Q

condition in which there is a loss of ability to produce language in writing or speech (due to damaged left hemisphere frontal lobe of brain; ex. Tono)

A

broca’s aphasia

113
Q

loss of ability to understand noises or speak; can produce language, but not understand exactly what they are saying

A

wernicke’s aphasia

114
Q

cannot learn a language fluently after a certain age

A

critical period

115
Q

easier to learn a language fluently before a certain age (~7 years old)

A

sensitive period

116
Q

the idea, suggested by Benjamin Worfe, that our language determines the ways we perceive and thing about the world

A

linguistic relativity hypothesis

117
Q

thinking that takes the form of verbal sentences we hear in our mind

A

propositional thought

118
Q

mental category containing similar things

A

concept

119
Q

clusters of interrelated concepts

A

categories

120
Q

statement that expresses an idea

A

proposition

121
Q

most typical and familiar members of a class that define a concept

A

prototype

122
Q

thinking that takes form of images in our mind

A

imaginal thought

123
Q

thinking that relates to mental representations of motor movements, such as throwing a ball

A

motoric thought

124
Q

interconnected set of concepts and the links that join them to form a category

A

semantic network

125
Q

3 levels of semantic networks:

A

superordinate
basic-level
subordinate

126
Q

the activation of individual concepts in long-term memory; makes closely connected concepts more accessible to your mind/
thoughts (ex. for fruits there are certain prototypes that come quicker to mind)

A

priming

127
Q

how do we test priming effects?

A

lexical decision tasks
ex. is this string of letters a word or not?

128
Q

mental framework/organized pattern of thought about some aspect of the world (includes heuristics, algorithms, scripts)
ex. how you act in fast food vs. fancy restaurants

A

schema

129
Q

much more detailed semantic network/schema (layer upon layer upon layer of schema)

A

expertise

130
Q

schemas we have for sequences of events that usually unfold in a regular/standardized order

A

script

131
Q

tendency to focus mainly on objects and their attributes (attends to a focal object)

A

analytical thinking

132
Q

paying attention to relations among objects and their contexts (attends to a whole field)

A

holistic thinking

133
Q

refers to similarities in behaviour, function, or relationship

A

analogy

134
Q

kind of reasoning that applies between specific exemplars or cases, in which what is known about one is used to infer new info about another

A

analogical reasoning

135
Q

reasoning from a general principle to a specific case (ex. applying theory to understand/predict behaviour)

A

deductive reasoning

136
Q

logical arguments (2 or more that lead to a conclusion)

A

syllogisms

137
Q

reasoning that proceeds from a set of specific facts to a general conclusion or principle (using data to draw conclusion)

A

inductive reasoning

138
Q

ex. 600 people have this disease, would you rather save 200 or let 400 die?

A

framing

139
Q

gives you an initial bit of information, which you use as a tether

A

anchoring

140
Q

method of problem solving characterized by quick and easy search procedures; another kind of schema

A

heuristics

141
Q

when an individual believes they have the solution/correct answer and will hold onto that belief even if they face evidence against it

A

belief perseverance

142
Q

only paying attention to evidence that confirms your beliefs

A

confirmation bias

Semester 2 (2 decks)

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