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1st Sem 1st yr > Psychology > Flashcards

Psychology Flashcards

1
Q

roots of psychology can be traced to the great philosophers of ancient Greece

A
  • Socrate
  • Plato
  • Aristotle
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2
Q

Father of Medicine

A

Hippocrates

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3
Q

Study of functions of the living organism and its parts

A

Physiology

Hippocrates interested in physiology

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4
Q

observes on how human brain controls various organs of the bosy

A

Hippocrates

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5
Q

He set the stage of biological perspective of psychology

A

Hippocrates

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6
Q
  • human beings enter the world with an inborn store of knowledge and understanding of reality
  • inborn
A

Nature View

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7
Q

he supported the nature view by arguing that some ideas are innate (God, self, perfection, etc)

A

Rene Descartes

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8
Q

knowledge is acquired through experiences and interactions with the world.

A

Nurture View

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9
Q

an English philosopher whose associated the nurture view

A

John Locke

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10
Q

Human is a _, a blank slate on which experience ‘writes’ knowledge and understanding as the individual matures

A

tabula rasa

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11
Q

a branch of psychology, gave birth to ____________, -denied that there were inborn ideas or capabilities

(similarity and contrast)

A

Associationist psychology

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12
Q
  • begun in the late 19th century
  • establish the first psychological laboratory at the University of Leipzig in Germany in 1879

he relied on introspection to study mental processes

A

Wilhelm Wundt

his research concerned with the senses, vision, attention, emotionmemory

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13
Q
  • refers to observing and recording the nature of one’s owe perception, thoughts, and feeling
  • Made through pure self-observation and supplemented with experiments
A

Introspection

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14
Q
  • Leading proponent in the United States, Cornell University psychologist trained by Wundt.
  • Introduced the term structuralism
A

Edward Tichener

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15
Q

The analysis of mental structures

A

Structuralism

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16
Q
  • a psychologist at Harvard University opposed Titchener’s concept.
  • his approach was named functionalism
A

William James

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17
Q

Studying how the mind works to enable an organism to adapt to and function in its environment

A

Functionalism

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18
Q

19th century psychologist’s interest in adaptation stemmed from the publication of ____________________

A

Charles Darwin - Theory of evolution

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19
Q

both structuralism and functionalism were being displaced by 3 newer school:

by 1920

A
  • Behaviorism
  • Gestalt psychology
  • psychoanalysis
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20
Q

This new school had the greatest influence on scientific psychology in North America

A

Behaviorism

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21
Q
  • He believed that psychological data must be open to public inspection
  • Behavior is public; consciousness is private
  • science should deal only with facts
A

John B. Watson

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22
Q

nearly all behavior is a result of conditioning and the environment shapes behavior by reinforcing specific habits

Little Albert Experiment

A

Behaviorist / Behaviorism

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23
Q

A german word meaning form or configuration

A

Gestalt

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24
Q

interest was perception

A

gestalt psychologist

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25
Q

the key interest were the perception of motion, how people judge size, and appearance of colors under changes in illumination

A

Gestalt Psychology / Gestalt psychologist

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26
Q

Key founders of modern social psychology

A
  • Kurt Lewin
  • Solomon Asch
  • Fritz Heider
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27
Q

he originated both a theory of personality and a method od psychotherapy.

20th century

A

Sigmund Freud

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28
Q

thoughts, attitudes, impulses, wishes, motivations, and emotions of which we are unaware

A

unconscious

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29
Q

childhood’s unacceptable wishes
are driven out of conscious
awareness and become part of
the unconscious, where they
continue to influence our thoughts,
feelings, and actions

A

Psychoanalysis

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30
Q

unconscious thoughts are expressed in dreams, slips of the tongue, and physical mannerisms

A

Psychoanalysis

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31
Q

It used by freud in which patient was instructed to say whatever comes to mind as a way of bringing inconscious wishes into awareness.

A

Free association

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32
Q

in classical Freudian theory, the motivations behind unconscious wishes almost always involved

A

sex or aggression

not widely accepted

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33
Q

Contemporary psychologists do
not accept Freud’s theory in its
entirety, but they tend to agree
that people’s ideas, goals, and
motives can at times operate
outside conscious awareness

A

psychoanalysis

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34
Q

until WWII psychology was dominated by __________
particularly in the US

LATER DEVELOPMENTS IN 20TH PSYCHOLOGY

A

Behaviorism

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35
Q

after war, interest in psychology increased, sophisticated

A

instruments and electronic equipment

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36
Q

this was strengthened by______________

A

development of
computers in the 1950s

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37
Q
  • theorized that brain works in a set sequence, as does a computer
  • computer – viewed human beings as processors of information and provided a more dynamic approach to psychology than behaviorism
  • made it possible to formulate some of the ideas of Gestalt psychology and psychoanalysis more precisely
A

information-processing models

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38
Q

pioneer of the development of linguistics

A

Noam Choamsky

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39
Q

discoveries about the _____ and
________________ revealed clear
relationships between neurological events and mental processes

A

Brain and nervous system

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40
Q

at the same time, important advances in

A

Neuropstchology

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41
Q
  • an approach or a way of looking at topics within psychology
  • any topic in psychology
    can be approached
    from different
    perspectives
A

Psychological Perspective

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42
Q

*understanding many
psychological topics that
spans multiple perspectives

A

Eclectic Approach

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43
Q

human brain contains 10B nerve cells and an infinite number of interconnections between
them thus considered as the most complex structure

A

Biological perspective

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44
Q

psychological events can be related to the activity of the brain and nervous system

A

Biological Perspective

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45
Q

Biological Percpective parts

A
  • Frontal Lobe
  • Parietal Lobe
  • Temporal Lobe
  • Occipital Lobe
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46
Q
    1. it attempts to relate overt behavior to electrical and chemical events taking place inside the body
  • seeks to specify the neurobiological processes that underlie behavior and mental processes

Ex: Depression - an abnormal changes in levels of neurotransmitters

A

Biological perspective

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47
Q

Most right-handed people, LEFT hemisphere is specialized for

A

understanding language

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48
Q

Right hemisphere is for

A

interpreting spatial relations

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49
Q

focuses on observable stimuli and responses and
regards nearly all behavior as a result of conditioning
and reinforcement

with regard to aggression

A

Behavioral Perspective

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50
Q

*did not consider individual’s
mental processes that intervene between the stimulus and the response

A

Behavioral Perspective

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51
Q

the proposal rooted as a reaction to the narrowness of behaviorism

neglected
complex human activities like
reasoning, planning, decision-

A

Cognitive Perspective

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52
Q

concerned with mental
processes such as perceiving,
remembering, problem solving

A

Cognitive Perspective

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53
Q

instead it assumes that: – (1) only by studying mental processes can we fully understand

what organisms do
– (2) we can study mental processes in an objective fashion by
focusing on specific behaviors (just as behaviorists do) but
interpreting them in terms of underlying mental processes

19th century version, cognitive
approach is not based on introspection

A

COGNITIVE PERSPECTIVE

54
Q

relied on an
analogy between the mind and a computer –incoming information is processed in various
ways: it is selected, compared, and combined
with other information already in memory,
transformed, rearranged, and so on

A

cognitive psychologist

55
Q

behavior stems from
unconscious
processes, meaning
beliefs, fears, and
desires that a person is
unaware of but
influcence behavior

A

basic assumption

56
Q

believed that many of
the impulses that are
forbidden or punished
by parents and society
during childhood are
derived from innate
instincts

A

Psychoanalytic Perspective

57
Q
  • forbidding them merely forces them out of awareness into the unconscious, they do not disappear
  • may manifest as emotional problems and symptoms of mental illness or as socially
    approved behavior such as artistic and literary activity
A

Psychoanalytic perspective

58
Q
  • human behavior is a function
    of the perceived world, not the objective world
  • this view holds that we must
    grasp the person’s own
    ‘definition of the situation’
    which is expected to vary by
    culture, personal history, and
    current motivational state
  • this perspective is the most open to cultural and individual differences and to the effects of the motivation and emotion
A

Subjectivist perspective

59
Q

refers to people’s tendency to take their constructed, subjective realities to be faithful renderings of an objective world

A

naïve realism

thus involves systematic observation of judgements and
behaviors

60
Q

psychological

A

perception, the unconscious, and
attributions)

61
Q

biological perspective

A

neurotransmitters and
hormones drawn from physiology and other branches of biology

62
Q

Major subfields of psychology

A
  • Biological psychologists/ physiological psychologist
  • Cognitive Psychologist
  • Developmental Psychologist
  • Social Psychologist
  • Personality Psychologist
  • Clinical Psychologist
  • Counseling Psychologists
  • School Psychologist
  • Educational Psychologist
  • Organizational Psychologist / Industrial Psychologist
  • Engineering Psychologist
63
Q

2 steps involves in doing research

A
  1. generating a scientific hypothesis
  2. testing that hypothesis
64
Q

a statement that can be tested about the topic of
interest

A

Hypothesis

65
Q
  • there is no single answer
  • the most important source for scientific hypotheses, however, is often a scientific theory, an interrelated set of propositions about a particular phenomenon
  • testing hypotheses derived from competing theories is one of the most powerful ways of advancing scientific knowledge
A

Generating Hypothesis

66
Q

research methods used to collect the data

A

scientific

67
Q

(do not favor one hypothesis over another)

A

unbiased

68
Q

(other qualified people can repeat the observations and obtain the same
results)

A

reliable

69
Q
  • the most powerful scientific method
  • provide the strongest tests of hypotheses about cause and effect
  • researcher carefully controls conditions – often in a laboratory – and takes
    measurements in order to discover the causal relationships among variables
  • variable is something that can occur with different values
A

Experiments

70
Q

variable under the complete
control of the experimenter, who creates it and control its
variation; hypothesized cause

– manipulated by the experimenter

A

independent variable (IV)

71
Q

dependent on the IVIV;
hypothesized effect

hypothesized effect – changes observed by the experimenter

A

dependent variable (DV)

72
Q

Types of Experiments

A
  • experimental group
  • control group
  • random assignment
73
Q

groups in which the
hypothesized cause is present

A

experimental group

74
Q

the group in which the
hypothesized cause is absent

A

control group

serves as a baseline against
which experimental groups can be compared

75
Q

each participant has an equal
probability of being placed in any group

A

random assignment

generally experiment has potential problems

76
Q

used to determine whether some variable that is not under our control is associated – or correlated – with another variable of interest

A

Correlation

77
Q

an estimate of the degree to which two
variables are related

A

correlation coefficient

positively correlated/positive correlation - values of the two variables either
increase together or decrease together

negatively correlated/negative correlation - value of one variable increases, the
value of the other decreases

78
Q

presents a uniform situation to a group of people who vary
in a particular trait

A

Tests

79
Q

cause-and-effect relationships cannot be inferred from
correlational studies

A

CORRELATION & CAUSATION

80
Q

in early stages of research, the most efficient way of making progress toward an explanation may be direct observation - to simply observe the phenomenon under study as it occurs naturally

A

OBSERVATION

81
Q

investigators observing naturally
occurring behavior must be trained to
observe and record events accurately
so that their own biases do not
influence what they report

A

OBSERVATION

82
Q

some problems that are difficult to study by direct
observation may be studied by indirect observation through
the use of questionnaires or interviews

researchers simply ask people if they engage in the behavior
of interest

more open to bias than direct observation

A

SURVEY METHOD

83
Q

another form of indirect observation wherein a partial
biography of a particular individual is obtained
* focuses on studying individuals
* for example: with regards to adult depression, researcher
might begin by asking questions about earlier life events
* major limitation: they rely on person’s memories and
reconstructions of earlier events, which are frequently
distorted or incomplete

A

CASE HISTORY

84
Q

2 forms of Literature Reviews

A

– narrative review
– meta-analysis

85
Q

a scholarly summary of the existing body of
research on a given topic

A

LITERATURE REVIEWS

86
Q

in which authors use words to
describe studies previously conducted and discuss
the strength of the available psychological evidence

A

narrative review

87
Q

in which authors use statistical techniques to combine and draw conclusions about studies previously conducted

A

meta-analysis

88
Q

First Principle

A

minimal risk

person should not be exposed to

89
Q

second principle

A

informed consent

90
Q

third principle

A

right to privacy

91
Q

psychologists conduct research with animals for 2
main reasons:

A

–animal behavior can itself be interesting and worthy of
study
–animals systems can provide models for human systems, so research on animals can produce knowledge that might be impossible or unethical to
obtain from humans

92
Q
  • study genetics in order to better understand the biological basis that contributes to certain behaviors
  • we are each unique
  • expressed in
    a wide variety of behaviors, thoughts, and reactions
A

HUMAN GENETICS

93
Q

genetic condition in which red
blood cells, which are normally
round, take on a crescent-like
shape

A

sickle cell anemia

94
Q

states that organisms that are
better suited for their environment will survive and reproduce, while those that are poorly suited for their environment will die off

A

Charles Darwin

theory of evolution

95
Q

the sperm and egg each contain

A

23
chromosomes

96
Q

long strings of genetic
material known as deoxyribonucleic acid
(DNA) a helix-shaped molecule made up of
nucleotide base pairs

A

chromosomes

97
Q

that control or partially
control a number of visible characteristics,
known as traits, such as eye color, hair
color, and so on

A

genes

98
Q

is a specific version of a gene

A

allele

99
Q

genetic makeup of the individual based on the
genetic material (DNA) inherited from one’s parents

A

genotype

100
Q

is the individual’s inherited physical characteristics
(observable characteristics) such as hair, skin, eye color, and
height which are a combination of genetic and environmental
influences

A

Phenotype

101
Q
  • strong genes
A

dominant allele (BB)

102
Q
  • weak genes
A

recessive allele (bb)

103
Q

when someone
has 2 copies of the same allele
(BB or bb)

A

homozygous

104
Q

when someone
has a combination of alleles for
a given gene (Bb)

A

heterozygous

105
Q

a tool used to predict how genes will interact in the production of
offspring.

A

Punnett square

106
Q

a sudden, permanent change in a DNA sequence of an
organism

A

mutation

107
Q

genes set the boundaries within which we can operate, and
our environment interacts with the genes to determine where
in that range we will fall

A

Range of reaction

108
Q

genes influence our environment, and our environment influences the
expression of our genes– they influence one another bidirectionally

A

Genetic environmental correlation

109
Q

child has no control over (passive)

young age especially infancy period

parents who provide the genes that predispose a child to a trait
(for example music), also tend to provide an environment that encourages the
development of that trait

A

– passive correlation

110
Q

children with differing genetic makeups evoke different reactions from adults

parents react to child’s genetic makeup

operate throughout our life

A

– reactive or evocative correlation

111
Q
  • children actively select or create experiences consistent with their genetic tendencies
  • individual takes the action
  • stronger as we get older
A

– active correlation (niche-picking)

112
Q
  • looks beyond the genotype itself
  • studies how the same genotype can be expressed in different ways
  • for instance identical twins share the same genetic information, but even with identical genes, there remains an incredible amount of variability in how gene expression can unfold over
    the course of each twin’s life
A

Epigenetics

113
Q

two basic cell types:

A

glial cells and neurons

114
Q
  • provide scaffolding on which the nervous system is built
  • help neurons line up closely with each other to allow neural communication
  • provide insulation to neurons
  • transport nutrients and waste products
  • mediate immune responses
A

Glial cells

115
Q
  • serve as interconnected information processors that are essential for all of the tasks of
    the nervous system
A

Neurons

116
Q

includes the brain and the spinal cord which is considered as the main control center

A

Central Nervous System (CNS)

117
Q

composed of all the nerves that
branch off from the brain and spine that allow your CNS to communicate with the rest of your body

A

Peripheral Nervous System

118
Q

Made up of thick bundles of axons

A

nerves
-carrying messages back and forth between the CNS and
the muscles, organs, and senses in the periphery of the
body

its job is communication thus PNS is set up to work in
both directions

119
Q

picks up the
sensory stimuli; carry signals from the body to the brain

A

the sensory (afferent nerves/division)

120
Q
  • part that sends
    directions from your brain to the muscles and glands;
    carry signals from CNS to the body
A

motor (efferent nerves/division)

121
Q

PNS consists:

A

SOMATIC SYSTEM and AUTONOMIC SYSTEM

122
Q

carries messages to and from the sense receptors, muscles, and the surface of the body (for conscious sensory functions and voluntary motor functions)

A

Somatic System

123
Q

connects with the internal organs and glands (for
automatic and involuntary functions, such as beating of the heart, breathing)

A

autonomic system

124
Q

Basic unit of the nervous system

A

Neuron

125
Q

specialized cell that transmits neural impulses or message to other neurons, glands and muscles

A

Neuron

126
Q

The nuclues of the neuron is located in the

A

Soma or Cell Body

127
Q

are the number of short branches ( from greek word “Dendron”, meaning tree)

A

Dendrites

128
Q

serve as input sites where signals are received from other neurons

A

Dendrites

129
Q

down a major extension from the
soma known as the

A

Axon

130
Q

contain synaptic
vesicles that house
neurotransmitters, the
chemical messengers
of the nervous system

A

terminal buttons

131
Q

fatty
substance known as the

A

myelin
sheath

132
Q

coats the axon and
acts as an insulator, increasing the speed at which the signal travels

A

Myelin sheath

1st Sem 1st yr (6 decks)

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