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Psychologists Flashcards

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1
Q

Titchner

A
  • Structuralism
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2
Q

Wundt

A
  • Study Consciousness
  • First Psychology Lab @ U Leipzeig 1879
  • First psychology journal
  • Introspection
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3
Q

James

A
  • Functionalism
  • Wrote “Principals of Psychology”
  • “Stream of Consciousness”
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4
Q

Watson

A
  • Behaviorism
  • Little Albert Exp
  • *Children can be conditioned to fear previously neutral stimuli and stimuli feard in children are generalized
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5
Q

Skinner

A
  • Operant Conditioning
  • Skinners box
  • Wrote “Beyond Freedom and Dignity:
  • No free will
  • Built off of Thorndike’s “law of effect:
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6
Q

Pavlov

A
  • Classical / Pavlovian Conditioning
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7
Q

Maslow

A
  • The fundamental human drive toward personal growth
  • Hierarchy of needs; basic needs must be met in order for us to complete less basic needs
  • Self-actualization; healthy personalities due to constant personal growth
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8
Q

Rogers

A
  • Humanistic Psychology
  • Sense of self (Self-concept)
  • Client-centered therapy
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9
Q

Freud

A
  • Unconscious
  • Psychoanalytic theory
  • Behavior is influenced by sexual urges
  • Followers = Jung + Adler
  • First to discuss levels of awareness
  • Influenced memory repression (unconscious)
  • Day Residue; contents of waking life tend to spill into dreams
  • Dreams serve the purpose of fulfilling our wishes (wish fulfillment)
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10
Q

Jung

A
  • Analytical Psychology
  • Archetypes
  • Concept of introverted and extraverted personalities
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11
Q

Adler

A
  • Individual Psychology
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12
Q

Seligman

A
  • Positive Psychology
    -^focuses on the positive aspects of human nature
  • APA President in 1997
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13
Q

Paiget

A
  • Cognitive Psychology
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14
Q

Buss

A
  • Evolutionary Psychology
  • Mate selection in humans
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15
Q

Pinker

A
  • Language is a human trait and a result of natural selection
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16
Q

Weber

A
  • Weber’s Law / Just Noticeable Difference (JND)
  • The amount a stimulus has to change in order for the change to be noticeable
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17
Q

Fechner

A
  • Absolute threshold
  • The minimum intensity a stimulus must be to be detectable
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18
Q

Broca

A
  • Broca’s area
    -^Speech production
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19
Q

Wernicke

A
  • Wernicke’s area
    -^Language comprehension
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20
Q

Calkins

A
  • studied under William James
  • Invented a widely used technique for
    studying memory
  • First female President of the APA
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21
Q

Washburn

A
  • The first woman to earn a Ph.D. in Psychology
  • Wrote “The Animal Mind”
  • Second female APA president
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22
Q

Hollingworth

A
  • Did pioneering work on adolescent development, mental retardation, and gifted children
  • Coined the term ‘Gifted’
  • Played a major role in debunking popular theories of her era that purported to explain why women were “inferior” to men
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23
Q

Stanley Hall

A
  • Establishes Americas 1st Psychology Research Lab @ Johns Hopkins U in 1892
    -Driving force behind the development of the APA
    -First president of the APA
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24
Q

Hubel & Weisel

A
  • Critical Periods
    -^A period of development that is strongly influenced by environmental factors
    -* if an eye of a newborn kitten is
    sutured shut early in its development, the kitten will become permanently blind in that eye, but if the eye is covered for the same amount of
    time at later ages blindness does not result
  • Feature Detectors
    -*the projector slides they
    used to present a spot to a cat that had a crack in it. The spot elicited no response, but when they removed
    the slide, the crack moved through the cell’s receptive field, and the cell fired like crazy in response to the
    moving dark line
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25
Q

Cartwright

A
  • Problem-solving (dreams)
    -^We experience dreams to work through problems we occur in our day-to-day lives
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26
Q

Wertheimer

A
  • Phi phenomenon
    -^the illusion of movement created by presenting visual stimuli in rapid succession
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27
Q

Ames

A
  • Ames Room
    -^Ames designed a striking illusion that makes use of the misperception of distance. People standing in the right corner appear to be giants, while those standing in the left corner appear to be midgets
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28
Q

Dement

A
  • Dreams are most vivid during REM sleep
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29
Q

Olds & Sperry

A
  • Split brain studies
    -^ the right and left halves of the brain are specialized to handle different types of mental tasks. The right brain controls the left side and the left brain controls the right side.
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30
Q

Hobson & McCarley

A
  • Activation-synthesis model (dreams)
    -^dreams are simply the by-product of bursts of activity emanating from subcortical areas in the brain
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31
Q

Rayner

A
  • Watson and Rayner, examined the generalization of conditioned fear
    in an 11-month-old boy, known in the annals of psychology as “Little Albert.
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32
Q

Bandura

A
  • Key processes in observational learning
    -^Attention, Retention, Reproduction, and Motivation
  • Bobo doll experiment
    -*Children who saw a man beating up a doll on tv and then being rewarded were more likely to act aggressively towards the doll than children who saw the man being punished
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33
Q

Helmholtz

A
  • Trichromatic theory of color vision
    -^The human eye has three types of receptors with differing sensitivities to different light wavelengths. Three receptors combine to make all other colors
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34
Q

Binet

A
  • Developed the first IQ test/ test to determine the mental ability
35
Q

Lewin

A
  • Social psychology
36
Q

Milgram

A
  • Shock experiments
    -^Studied obedience
    -*People will do what they are told if they believe you have more authority than them. (Shock to the point of death)
37
Q

Kohlberg

A
  • Six stages of development
38
Q

Erikson

A
  • Self Identity
  • Expanded upon Freud’s 5 stages of development
39
Q

Gilligan

A
  • Differences in male and female development
40
Q

Zimbardo

A
  • Stamford Prison experiment
    -^Studied how schemas affect behavior
    -*Subjects conformed to either prison or guard roles without training and they all took up the actions and dispositions of how they believed prisoners and guards should act
41
Q

Thorndike

A
  • Law of effect
    -^If a response in the presence of a stimulus leads to satisfying effects, the association between the stimulus
    and the response is strengthened
  • First discovered operant conditioning which he called instrumental learning
    -*A hungry cat was placed in a small “puzzle box” with food available just outside. The cat could escape obtaining the food by performing a specific response. Thorndike observed a gradual, uneven decline in the time it took cats to escape from his puzzle boxes. The decline in solution time showed that the cats were learning.
42
Q

Tolman

A
  • Latent Learning
    -^learning that is not apparent from the behavior when it first occurs
    -* A > rewarded every time; B > rewarded never; C > rewarded after 11th trail. Group C performed poorly until they received a food reward and started to preform better than the group A rats.
43
Q

Breland & Breland

A
  • Instinctive drift
    -^ when an animal’s innate response tendencies interfere with conditioning processes
    -* They were successful in
    shaping the raccoons to pick up a coin and put it into a small box, using food as the reinforcer. But when they gave the animals multiple coins they exhibited instinctive food-washing
    behavior because they associated the coins with food.
44
Q

Garcia

A
  • (Conditioned) Taste aversion
    -*They found that when
    taste cues were followed by nausea, rats quickly acquired conditioned taste aversions. However, when taste cues were followed by other types of noxious stimuli failed to produce conditioned aversions. Taste-nausea associations (and odor-nausea associations) were almost impossible to prevent
45
Q

Rescorla

A
  • The predictive value of a conditioned stimulus
    -^The likelihood an outcome will turn out to be positive or negative
    -*The two groups of rats have had an equal number of CS-UCS pairings, but the CS is a better signal or predictor of shock for the 100% CS-UCS group than for the 50% CSUCS group.
46
Q

Domjan

A
  • Ecologically relevant conditioned stimuli
    -^In the real world, conditioned stimuli tend to have natural relations to the
    unconditioned stimuli that they predict (rattle before a rattle snake bites)
47
Q

Craik & Lockhart

A
  • incoming information can be processed at different levels
  • Structural encoding (shallow), phonemic encoding (middle), semantic encoding (deep)
  • Deeper processing leads to enhanced memory
48
Q

Paivio

A
  • Dual coding theory
    -^memory is enhanced by
    forming semantic and visual codes, since either can lead to recall
  • it is easier to form images of concrete objects than of abstract concepts
  • visual images create a
    second memory code
    -^Link method
    -s forming a mental image of items to be remembered in a way that links them together
    -^ Method of Loci
    -    taking an imaginary walk along a familiar path where images of items to be remembered are associated with certain locations
49
Q

Johnson

A
  • Source + Reality Monitoring
  • ^you do not remember the source of learned information (source monitoring error/cryptomnesia)
    -^^you are not sure if the memory is real or not (reality monitoring error)
50
Q

Loftus

A
  • Misinformation effect
    -^The way you are asked affects how you remember
51
Q

Bartlett

A
  • Reconstructive nature of memory
  • ^We fill in gaps in our memory using schemas
52
Q

Ebbinghaus

A
  • Forgetting curve (his slope is skewed because of the nonsense syllables he used in his exp)
  • Forgetting happens the fastest right after you encode something if it is in encoded we will remember it forever.
53
Q

Baddeley

A
  • Working Memory
    -^ consists of four modules:
    the phonological loop, visuospatial sketchpad, central executive, and episodic buffer.
54
Q

Cowan

A
  • the evidence indicates that the capacity of STM is four plus or minus one
55
Q

Miller

A
  • Wrote “The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information.”
  • people could recall only about seven items in tasks that required the use
    of STM. When short-term memory is filled to capacity, the insertion of new information “bumps out” some
    of the information currently in STM.
56
Q

Penfield

A
  • Debunked decay theory
    -^Electrically stimulated temporal lobes and lost memories came flooding back
    -We do not lose memories we just lose access to them
57
Q

Tulving

A
  • Compared the durability of structural, phonemic, and semantic encoding
    -* Directed subjects’ attention to particular aspects of briefly presented stimulus words by asking them questions about various characteristics of the words. The questions were designed to engage the subjects in different levels of processing. After responding to 60 words, the subjects received an unexpected test of their memory for the words. As predicted, the subjects’ recall was low after structural encoding, notably better after phonemic encoding, and highest after semantic encoding
58
Q

Kandal

A
  • Memories do not just happen you have to work to store memories at specific synapses
    -^Strengthen neuro connections
59
Q

Atkinson & Shiffrin

A
  • Model devised by Atkinson and Shiffrin
  • ^Incoming information passes through two temporary storage buffers—the sensory store and short-term store—before it is transferred into a long-term store
60
Q

T. Simon

A
  • the first useful test of general mental ability (1905)
    -Binet-Simon Scale / Mental age
61
Q

Terman

A

-Revised Binet’s intelligence test
-Studied the qualities of gifted children and showed that they tend to be socially mature and well adjusted
-

62
Q

Wechsler

A

-Wechsler Adult Intelligence Scale
-deviation IQ scores

63
Q

Spearman

A

-factor analysis
-Spearman’s rank correlation coefficient

64
Q

Scarr

A

-Reaction Range
-heredity may set certain limits on intelligence and that environmental factors determine where individuals fall within these limits

65
Q

Winner

A
  • moderately gifted children are very different from profoundly gifted children
66
Q

Gardner

A

-Eight intelligences: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist

67
Q

Steele

A

-stereotype vulnerability
-attribute failure to racial inferiority
-worry about people blaming their failures on their sex

68
Q

Jensen

A
  • racial differences in average IQ are
    largely the result of heredity
69
Q

Cattell

A

-investigated: mental testing, patterns
of development in children, the effectiveness of educational practices, and behavioral differences between the sexes

70
Q

McCrae + Costa

A

-five-factor model of personality

71
Q

Galton

A

-personality and ability depend almost entirely on genetic inheritance
- nature versus nurture to refer to the heredity-environment issue
- the concepts of correlation and percentile test scores

72
Q

Sternberg

A
  • people often incorrectly assume that all the numerical information in a problem is necessary to solve it
  • (1) verbal intelligence, (2) practical intelligence, and (3) social intelligence
    -triarchic theory of human intelligence
73
Q

Whorf

A

-linguistic relativity

74
Q

Chomsky

A

-Nativist theory of language acquisition
-Language Acquisition Device

75
Q

Greeno

A

-Three classes of problem solving: inducing structure, arrangement, and transformation

76
Q

Gigerenzer

A

-Fast and frugal heuristics

77
Q

Tversky

A

-Elimination by aspects
-Delayed decision
-Representitiveness heuristic
-Heuristics
-Conjunction fallacy
-Risky decision making
-Framing

78
Q

Kahneman

A

-Heuristics
-Conjunction Fallacy
-Risky decision making
-Framing

79
Q

Savage-Rumbaugh

A

-in 1991, Sue Savage-Rumbaugh taught a bonobo chimp named Kanzi to communicate using symbols on a computer. Kanzi was able to recognize hundreds of words and compile them into sentences that generally followed language rules.

80
Q

H. Simon

A

-first computer program to successfully simulate human problem solving
-Problem Space
-Theory of Bounded Rationality

81
Q

Hull

A

-Drive theories

82
Q

Harlow

A

-Theories of attachment which undermined the reinforcement explanation of attachment
-Studied attachment in baby rhesus monkeys

83
Q

Schachter

A
  • need for affiliation
    -Studied anxiety and affiliation
    -the experience of emotion depends on two factors: (1) autonomic arousal and (2) cognitive interpretation of that arousal

Ap Psychology (3 decks)

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