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Psychology Unit 1 > Psychology Unit 1 test > Flashcards

Psychology Unit 1 test Flashcards

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1
Q

psychology

A

the scientific study of behavior and mental processes

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2
Q

Good Psychology Does NOT

A

allow a person to see into the SOUL of another.
answer the “Big Questions” about life.
fix peoples’ problems
attempt to make people Feel Good

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3
Q

What identifies Bad Psychology?

A

Simple Answers
Giving advice
Makes a celebrity of the psychologist
Overly generalized information
vague or ambiguous terms
attempts to make subject feel good to easily
promises too much
overly generalized use of limited research findings
pseudoscience

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4
Q

What identifies good psychology?

A

ethical
promotes well-being
encourages healthy change
recognizes not all problems can be fixed
recognizes that seemingly unsolvable problems may be resolvable
empowers the subject
recognizes that personal change requires hard work
sensitive to cultural differences
validates perspective, not necessarily actions
operates from a scientifically supported framework

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5
Q

5 pillars of Psychology

A

Biological
Cognitive
Development
Social & Personality
Mental & Physical Health

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6
Q

Things included in the Biological Pillar of Psychology

A

biological psychology
Neurology
Neuroscience
Sensation
Consciousness

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7
Q

Things included in the Cognitive Pillar of Psychology

A

Perception
Thinking
Intelligence
Memory

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8
Q

Things included in the Development Pillar of Psychology

A

Learning and maturing through the stages and processes of Human Lifespan Development.

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9
Q

Things included in the Social & Personality Pillar of Psychology

A

Social Psychology
Personality
Motivation
Emotion

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10
Q

What are the 2 allied areas of the Social & Personality Pillar of Psychology

A

Social Influences
Personalities

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11
Q

Social influences affect on psychology

A

contribute to the way our personalities develop

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12
Q

Personalities affect on psychology

A

guide the social environments we seek out and how we respond within them

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13
Q

Mental & Physical Health Pillar of Psychology

A

absence of pathology
presence of well-being
Psychological Disorders
Psychotherapy
Mental Health Treatments
Stress
Lifestyle influences

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14
Q

BioPsychoSocial Model

A

Medical Model which recognizes that there is greater complexity to a person’s apparent symptoms. Biology, Psychology, and Social elements all contribute to causes and outcomes.

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15
Q

SEQUENCE of GOALS in RESEARCH:

A

Describe
Explain
Predict
Modify

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16
Q

Describe

A

Tell precisely what is observed. No Interpretation, no judgment, no predictions

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17
Q

Explain

A

Why does the behavior occur (or not occur)?

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18
Q

Predict

A

Under what conditions does it happen (or not happen)?

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19
Q

Modify

A

Alter the behavior. Make it happen or prevent it.

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20
Q

STEPS in the EMPIRICAL RESEARCH PROCESS

A
  1. Notice a Phenomenon and ask a Question about it.
  2. Formulate the Hypothesis
  3. Explore the scholarly and scientific literature
  4. Design a Study
  5. Conduct the study and collect data
  6. Analyze the Data
  7. Report the Results
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21
Q

Anecdote

A

an interesting story; may lead us to ask questions and then identify interesting and useful directions for research.

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22
Q

Types of Studies

A

Survey, Psychological Test, Experiment, Correlation, Naturalistic Observation, Case Study

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23
Q

Operational Definitions

A

A precise, measurable definition for a term used in the study

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24
Q

Descriptive Statistics

A

Help to summarize data with measures such as Mean, Median, Mode, Range, Coefficient of Correlation, Percentages, etc.

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25
Q

Inferential Statistics

A

Help us to determine whether, and how strongly, our results are not predicted by chance

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26
Q

Proof

A

a piece of affirming evidence for something

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27
Q

prove

A

all possible data affirms

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28
Q

Replication

A

repeating studies to demonstrate that the findings were reliable

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29
Q

Variations

A

test the same hypothesis with different operational methods to see that we can generalize the findings to different contexts

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30
Q

Reliability

A

the measure will come out the same way when measured under varied circumstances and across time.

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31
Q

Validity

A

the test actually measures what we say it measures

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32
Q

Experiment

A

reveals cause-and-effect relationships

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33
Q

Correlation

A

identifies the strength and direction in which two variables shift together

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34
Q

Field Observation

A

naturalistic observation; observing subjects in their natural environment, without them knowing they are being observed

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35
Q

Laboratory observation

A

controlled observation; brings subjects into a lab and puts them in a situation to observe how they respond

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36
Q

(Psychological) Test

A

conduct standardized assessments to identify a trait, property, or characteristic (i.e. IQ test)

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37
Q

Case (Study)

A

looking at a particular individual or situation

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38
Q

Survey

A

ask people for their opinion, experience, etc.

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39
Q

Survey strengths

A

Lots of info
Minimal cost and effort

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40
Q

Survey weaknesses

A

Requires quality selection of respondents for the best representation
Requires quality wording to avoid leading options
No guarantee of full demographic participation
Subjects may lie, fail to recall, or give low effort answers
Requires avoiding the temptation to assemble amateur surveys to save money
Bad surveys provides no greater information than guesswork but adds the risk of feeling that inaccurate information is justified due to having run the survey

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41
Q

Field observation strengths

A

Behavior “in the wild”
Objective observation of what subjects actually do in their own environment

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42
Q

Field observation weaknesses

A

Hawthorne Effect
High time and monetary expense involved in being in the right location at the right time to observe the actual behavior
Time, place, and angle of observers can limit what they KNOW absolutely

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43
Q

Hawthorne Effect

A

when subjects change behavior due to knowledge of being watched

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44
Q

Case study strengths

A

Personal and insightful

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45
Q

Case study weaknesses

A

Do not generalize
Cuts out influential social/cultural/historical context

46
Q

Test Strengths

A

High quantity of information gained very quickly
Reliable and valid

47
Q

Test Weaknesses

A

Abstract concepts are complex and require interpretation
Easy to construct badly
Standardization and validation can be time consuming and expensive
Must be performed under strict standard conditions to be valid
Tests may inadvertently measure the wrong thing

48
Q

Correlation strengths

A

Quick to run once raw data is available
Quick to determine the apparent relationship between variables

49
Q

Correlation weaknesses

A

Does not show causation
Relationship does not identify possible third factors/variables

50
Q

Experiment strengths

A

Only method that can show cause and effect relationships

51
Q

Experiment Weaknesses

A

can be time consuming and proceed very slowly

52
Q

Laboratory Observation Strengths

A

Greater control over observation conditions
Researchers can provide settings that are conducive to the type of behavior they want to observe

53
Q

Laboratory Observation Weaknesses

A

Hawthorne effect changes how subjects behave when they know they are being observed

54
Q

Independent Variable (IV)

A

the cause; the experiment manipulates this to see what effect it will have on the dependent variable

55
Q

Dependent Variable

A

the effect or outcome; caused by the independent variable

56
Q

Confounding variable

A

anything which the experimenters can’t anticipate or control for that might influence the results

57
Q

2 fundamental forms of learning

A

classical (Pavlovian)
instrumental (operant)

58
Q

Classical conditioning

A

when one associates a stimulus (e.g., a symbol for vacation, like a big beach towel) with an emotional event (like a burst of happiness)

59
Q

2 reasons for studying Classical conditioning

A
  1. straightforward test of associative learning that can be used to study other, more complex behaviors
  2. always occurring in our lives; its effects on behavior have important implications for understanding normal and disordered behavior in humans
60
Q

unconditioned stimulus (US)

A

In classical conditioning, the stimulus that elicits the response before conditioning occurs

61
Q

Unconditioned response (UR)

A

In classical conditioning, an innate response that is elicited by a stimulus before (or in the absence of) conditioning.

62
Q

Conditioned stimulus (CS)

A

An initially neutral stimulus (like a bell, light, or tone) that elicits a conditioned response after it has been associated with an unconditioned stimulus.

63
Q

Conditioned response (CR)

A

The response that is elicited by the conditioned stimulus after classical conditioning has taken place.

64
Q

Instrumental conditioning

A

Process in which animals learn about the relationship between their behaviors and their consequences

65
Q

Reinforcer

A

Any consequence of a behavior that strengthens the behavior or increases the likelihood that it will be performed it again.

66
Q

Law of effect

A

The idea that instrumental or operant responses are influenced by their effects.

67
Q

Punisher

A

A stimulus that decreases the strength of an operant behavior when it is made a consequence of the behavior.

68
Q

Taste aversion learning

A

The phenomenon in which a taste is paired with sickness, and this causes the organism to reject—and dislike—that taste in the future.

69
Q

Fear conditioning

A

A type of classical or Pavlovian conditioning in which the conditioned stimulus (CS) is associated with an aversive unconditioned stimulus (US), such as a foot shock. As a consequence of learning, the CS comes to evoke fear.

70
Q

Conditioned compensatory response

A

In classical conditioning, a conditioned response that opposes, rather than is the same as, the unconditioned response. It functions to reduce the strength of the unconditioned response.

71
Q

Blocking

A

In classical conditioning, the finding that no conditioning occurs to a stimulus if it is combined with a previously conditioned stimulus during conditioning trials

72
Q

Prediction error

A

When the outcome of a conditioning trial is different from that which is predicted by the conditioned stimuli that are present on the trial (i.e., when the US is surprising)

73
Q

Preparedness

A

The idea that an organism’s evolutionary history can make it easy to learn a particular association

74
Q

Extinction

A

Decrease in the strength of a learned behavior that occurs when the conditioned stimulus is presented without the unconditioned stimulus (in classical conditioning) or when the behavior is no longer reinforced (in instrumental conditioning)

75
Q

Spontaneous recovery

A

Recovery of an extinguished response that occurs with the passage of time after extinction.

76
Q

Renewal effect

A

Recovery of an extinguished response that occurs when the context is changed after extinction

77
Q

Context

A

Stimuli that are in the background whenever learning occurs

78
Q

Stimulus control

A

When an operant behavior is controlled by a stimulus that precedes it

79
Q

Discriminative stimulus

A

In operant conditioning, a stimulus that signals whether the response will be reinforced.
It is said to “set the occasion” for the operant response.

80
Q

Categorize

A

To sort or arrange different items into classes or categories.

81
Q

Quantitative law of effect

A

A mathematical rule that states that the effectiveness of a reinforcer at strengthening an operant response depends on the amount of reinforcement earned for all alternative behaviors.
A reinforcer is less effective if there is a lot of reinforcement in the environment for other behaviors.

82
Q

Reinforcer devaluation effect

A

The finding that an animal will stop performing an instrumental response that once led to a reinforcer if the reinforcer is separately made aversive or undesirable

83
Q

Goal-directed behavior

A

Instrumental behavior influenced by the animal’s knowledge of the association between the behavior and its consequence and the current value of the consequence. Sensitive to the reinforcer devaluation effect

84
Q

Observational learning

A

Learning by observing the behavior of others.

85
Q

Social Learning Theory

A

The theory that people can learn new responses and behaviors by observing the behavior of others.

86
Q

Social models

A

Authorities that are the targets for observation and who model behaviors

87
Q

Vicarious reinforcement

A

Learning that occurs by observing the reinforcement or punishment of another person

88
Q

Response

A

behavior caused by or chosen according to some antecedent, situation, expectation, or other force acting upon the person (or organism) which then responds to that antecedent

89
Q

Antecedents

A

triggers that provide a stimulus to begin a behavior.

90
Q

Reinforcement

A

Increases the Likelihood of repeating the behavior. Any consequence that makes the behavior more likely to occur in the future. (may be weak or strong)

91
Q

Punishment

A

Decreases the Likelihood of repeating the behavior. Any consequence that makes the behavior less likely to occur in the future. (It may be weak or strong)

92
Q

Positive Consequence

A

Applying, adding, providing, or doing something to the learner so the learner gains something. It may be something desired or something unwanted. Gaining pain or pleasure still involves gaining something.

93
Q

Negative Consequence

A

Subtracting, Removal or Deprivation of something from the learner. may be something desired or something unwanted. Losing pain or pleasure still involves losing something.

94
Q

Positive Reinforcement

A

(Reward) Add something that is liked, this increases likelihood of repeating the behavior.

95
Q

Negative Reinforcement

A

(Escape / Avoidance) Remove something that is not liked, this increases the likelihood of repeating the behavior.

96
Q

Escape

A

when you already have a bad situation, and you engage in a behavior to end the pain or trouble

97
Q

Avoid

A

when you act to prevent getting into a bad situation

98
Q

Positive Punishment

A

(Aversion) Add something that is disliked, this decreases likelihood of repeating the behavior.

99
Q

Negative Punishment

A

(Cost / Fine) Remove something, this decreases likelihood of repeating the behavior.

100
Q

Salience of particular consequences

A

what is forefront in the mind at the time

101
Q

Problems with Punishments

A
  • Ethically Questionable
  • inconsistent
  • Ventilation of Emotions - revenge
  • Doesn’t outweigh emotions
  • Not Immediate
  • Temporary effects
  • Response of fear, anxiety, or rage
  • Punishing agent is seen as reason for good behavior
  • Teaches sneakiness
  • Models aggression as problem solving strategy
  • Inadvertantly causes reinforcements
  • Doesn’t teach what TO DO, only what not to do
  • Teaches conformity and not morality; teaches fear and not respect
102
Q

How to use extinction

A
  1. identify reinforcers
  2. stop reinforcers
  3. provide reinforcements for Replacement Behavior
  4. Beware, behavior will EXAGGERATE and INTENSIFY, then diminish and disappear
103
Q

Shaping

A

positively reinforcing actions that bring the subject closer to the intended outcome

104
Q

Appearance

A

surface structure

105
Q

Decoding

A

reading, identifying what the item means

106
Q

Classifying

A

identifying what classes something belongs to

107
Q

Applying

A

using the information by making it work in an example

108
Q

Synthesis

A

integrating information and ideas from various previously unrelated sources

109
Q

Origination

A

creating new information or ways of understanding, explaining, or developing

110
Q

3-Component process of Memory

A

Encoding, Storage, Retrieval

111
Q

Reasons for “bad memory”

A

Fail to actually learn
Bad organization of memories
Encounter interfering info

Psychology Unit 1 (1 decks)

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