Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Exam 2 - year 11 > Psychology > Flashcards

Psychology Flashcards

1
Q

what are the scientific method steps

A

1 -identify the area of research and form a research aim
2-collect information
3-identify the research question and formulate hypothesis
4-design a research method to test hypothesis
5-collect and analyse the dat a
6-draw a conclusion
7-report findings
8-test the conclusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

IV

A

independent variable - the variable that is changed by the experimenter who then measures dependant variable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

DV

A

dependant variable - measured to look for the effects of the independent variable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

EV

A

extraneous variable - a variable other then the IV that can cause change sin the value of the DV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

How to write a hypothesis

A

prediction how changes in the IV will effect the value of the DV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Random sampling

A

every member has an equal chance to being selected

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

stratified sampling

A

a process by which the effects of a certain variable can be eliminated as a possible confound in an experiment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Difference between E-group and C-group

A

the experimental method uses two different groups
E-group is exposed to the IV to show the effects of the IV on the DV
C-group are participants who are not exposed to the IV

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Placebo effect and how its caused

A

participants behaviour being influences by their expectations on how they should behave. this is caused by the belief that they have received some treatment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

How to control for the placebo and experimenter effect

A

the placebo effect can be eliminated by using a single-blind procedure during the experimental process. this is when the E-group and C-group and blind folded so that the participants or the experimenter don’t know who is E-group and C-group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Experimenter effect

A

the outcome of an experiment being influenced by the experimenter. example, if the experimenter treats the E-group and C-group differently

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Qualitative data and example

A

descriptions of the characteristics of what is being studied. example, emotional sate, difficulty of task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

quantitive data

A

refers to numerical information about the variables being studied

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

objective data and example

A

factual - cannot be changed. example age, height

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

subjective data

A

based by a persons own opinion and feelings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

CNS

A

Central nervous system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

PNS

A

Peripheral nervous system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Structure of the brain and their roles

A

The Hindbrain - the link between the spinal cord and brain. important for movement and balance
The Midbrain - Regulation of sleep, motor movement and arousal
The Forebrain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

The Hindbrain

A

The Medulla
The Pons
Cerebellum

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

The Midbrain

A

Reticular formation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

The forebrain

A

The cerebrum
Hypothalamus
Thalamus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

The medulla role

A

The control of breathing, heartbeat and digestion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

The pons role

A

receives information sent from visual areas to control eye and body actions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Cerebellum role

A

receives information from the pons and coordinates the sequence of body movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Reticular formation role

A

control of arousal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Hypothalamus role

A

basic survival actions…

  • sleep
  • regulation of body temperature
  • expression of emotions
  • the 4 F’s feeding, fighting, fleeting and fortification
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Thalamus role

A

receives information from the eyes, ears, skin and other sensory organs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What are the lobes FPOT

A

Frontal lobe
parietal lobe
occipital lobe
temporal lobe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Frontal lobe

A 
language 
planning 
judgement 
problem solving 
aspects of personality 
regulation of emotions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

occipital lobe

A

vision

information from the left side of each retina is processed in the left occipital lobe and vice versa

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

parietal lobe

A

page 118

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Hemispheric specialisation and examples

A

page 123

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

what is adaptive plasticty

A

adaptive plasticity is where the brain changes and develops as a result of new experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

what is developmental plasticity

A

a Childs brain having more plasticity then an adults brain

35
Q

profliferation

A

the process where unborn baby cells that will become neurons, divide and multiply

36
Q

What are the 5 stages of developmental plasticity

A 
profliferation 
migration 
circuit formation 
synaptic pruning  
myelination
37
Q

circuit formation

A

occurs when the axons of new neurons grow out to target cells and form synapses with them

38
Q

synaptogenesis

A

the process of forming a new synapses

39
Q

synaptic pruning

A

elimination of excess neurons and synapses

40
Q

myelination

A

a process when the axons of the neurons in the Childs brain become insulated by myelin

41
Q

What does synaptogenesis mean

A

the process of forming a new synapses

42
Q

Which structures of the brain develop during adolescence

A

cerebellum
amygdala
corpus callosum
frontal lobe

43
Q

ethical considerations in psychological research

A
  • No physical or psychological harm to participants

- Animals must be protected, pain must be minimised and the animals must be well cared for

44
Q

What are common causes for brain damage

A
  • stroke
  • concussion
  • hits to the head
  • poisoning
  • physical trauma
45
Q

Adaptive plasticity after brain injury - Cameron Mott case study

A
  • children brains can rewire themselves
  • the half of the brain that wasn’t removes was able to take over and control the functions of the half of the brain that has been removed
46
Q

Broca’s aphasia

A

Broca provided the first clinical evidence that clearly connected a specific behaviour to a specific brain area
speech - brooks area

47
Q

Wernickse’s aphasia

A

provided evidence that a person who has difficulty understanding written and spoken language has had damage to the wernicke’s area

48
Q

spatial neglect and example

A

a disorder when a person ignored stimuli on one side of their body. this usually occurs after brain damage. example, only putting on makeup on one side your your face

49
Q

repeated measures research design

A

the same group of participants are exposed to both the E-gorup and the C-group

50
Q

matched participants research design

A

placing equivalent pairs of participants in the E-gorup and the C-group

51
Q

independent groups research design

A

the participants are only exposed top either the E-gorup and the C-group

52
Q

population

A

the group in which we wish to draw our conclusions form

53
Q

sample

A

a selection of individuals from the population to be participants in the research and to represent the population.

54
Q

population and sample example

A

if you have a population of all the VCE students, you can’t use all the students because there are too many so you pick a smaller amount called the sample and use them for your experiment

55
Q

Approaches to normality

A 
situational 
societal and cultural 
historical 
statistical 
functional 
medical
56
Q

situational approach to normality

A

within a society or culture, thoughts, feelings and behaviour that may be considered normal in one situation may be considered abnormal in another

57
Q

societal and cultural approach to normality

A

The way we interact with others, the way we dress, what we eat and the way we talk can all be based on societal rules and expectations.

58
Q

historical approach to normality

A

what is considered normal and abnormal in a particular society or culture depends on the era, or period of time, when the judgment is made

59
Q

statistical approach to normality

A

based on the idea that any behaviour or characteristic in a large group of individuals is distributed in a particular way; that is a normal distribution

60
Q

functional approach to normality

A

Thoughts, feelings and behaviours that are viewed as normal if the individual as able to cope with living independently in society, but considered abnormal if the individual is unable to function effectively in society

61
Q

medical approach to normality

A

abnormal thoughts, feelings and behaviours are viewed as having a underlying biological cause and can usually be diagnosed or treated

62
Q

the difference between mental health problems and mental disorder

A

mental health problems are a result of life stressors and are shorter and less severe then a mental disorder eg. exams or a fight with a friend

mental disorder is a psychological disfunction that involves the usability to cope with everyday life and stress, thoughts, feelings and behaviours

63
Q

adaptive behaviours and examples

A

behaviours and skills we develop as we age everyday living skills
eg. showering, walking, going to the bathroom

64
Q

maladaptive behaviours and examples

A

developed in early childhood as a means of reducing anxiety, which interferes with a persons ability to function on a daily basis
eg. self harm, screaming, tantrums

65
Q

internal and external locus of control and examples

A

a persons locus of control can determine how they view that world
internal locus - take responsibility for their learning and the way they act
external locus - believe that their behaviour is governed by outside influenced such as luck

66
Q

difference between eustress and distress

A

eustress - refers to a positive psychological response to a perceived stressor
distress - refers to a negative psychological response to a perceived stressor

67
Q

different between neurosis and psychosis

A

neurosis - non-psychotic illnesses such as anxiety, depression and personality disorders
psychosis - refers to situations when there is some loss of contact with reality

68
Q

rosenhans study

A

rosenhan wanted to see if he could normal people to be admitted into hospitals a psychiatric patients by faking the symptoms by saying that they are hearing a voice thats saying to them, hollow, empty and thud

69
Q

Piagets theory

A

the study of cognitive development - our thinking changes as we grow
that every child goes though four cognitive stages
-sensorimotor
-proportional
-concrete operational
-formal operational

70
Q

meanings and age of the 4 cognitive stages

A
  • sensorimotor - birth-2 - hearing, seeing and motor skills
  • proportional - 2-7 - use symbols, images and language to represent their world
  • contrete operational - 7-12 - form basic mental problems that involve physical objects
  • formal operational - 12+ - thinking logically and methodically about physical abstract problems
71
Q

Ainsworth’s study of attachment and strange situation

A 
child, mother and stranger in a room 
mother leaves 
mother comes back 
stranger leaves 
mother leaves
72
Q

strange situation

A

a method used bu Ainsworth to study the differences in quality of attachment between an infant and a caregiver

73
Q

stages of the lifespan age and characteristics

A

infancy - 0-2
rapid brain and body growth
improvement to voluntary movement (walking)

childhood - preschool children
hand preference established
continued rapid brain development

childhood - school aged children
physical north slows
motor skills improve

adolescence - 12-20
groth spurt
sexual mutation and brain development

early adulthood - 20-40
peak physical functioning

middle age - 40-65
physical declines

old age 65+
continued physical decline

74
Q

physical development

A

impacts psychological functioning
puberty
menopause
development of body

75
Q

cognitive development

A 
development of our mental abilities 
memory
language 
thinking 
problem solving
76
Q

emotional development

A

express emotions

regulate emotions

77
Q

social development

A

forming meaningful relationships

78
Q

different between learning and maturation

A

maturation - a genetically programmed process predetermines behaviours which occur at certain ages
learning - a change in our behaviour due to experience

79
Q

inborn reflexes

A

automatic responses to certain stimuli that babies are born with eg sucking

80
Q

developmental norms

A

used to indicate the average age at which individuals reach certain milestones

81
Q

critical period

A

a period in life when certain experiences much happen for normal development to proceed

82
Q

teratogens

A

any toxic substances that can cause harm to an unborn child

83
Q

sensitive periods

A

periods in time which are particularly suited to learning things due to the nature of the growing brain

84
Q

genie case

A

Genie had spent much of her life in a dark isolated room, strapped to a child’s potty chair for most of the day and fed only baby food.
had the appearance of a six- year-old girl, was painfully thin, was barely able to walk and made hardly any sounds.
Genie had never learned to talk and had been deprived of social contact, including language.
learnt her first language at the age of 13

Exam 2 - year 11 (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions