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Julia C. > Pyschology > Flashcards

Pyschology Flashcards

1
Q

what is replication

A

a study that is conducted using the same or similar methods as the original investigation

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1
Q

why do psychologists replicate studies

A

in order to evaluate whether consistent results can be obtained

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2
Q

What is direct/exact replication?

A

A scientific attempt to exactly copy the scientific methods used in an earlier study in an effort to determine whether the results are consistent

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3
Q

What is Conceptual replication?

A

researchers re-test the same theoretical idea or hypothesis repeatedly, but use different populations, different ways of manipulating variables, different ways of measuring variables, or using different study designs.

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4
Q

What is replication + extension?

A

combine results from prior studies with results from a new study specifically designed to replicate and extend the results of the prior studies.

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5
Q

What is P-hacking?

A

the manipulation of data analysis until it produces statistically significant results, compromising the truthfulness of the findings.

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6
Q
A
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7
Q

is it even possible to perfectly replicate more complex
studies?/ How can we be sure the replication is unbiased?

A

Yes, but there are several things that are needed to do so
(psychological realism, resources, and more)

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8
Q

Is there a limit on how long ago a study was to be
replicated?

A

no. Any study can be chosen to be replicated, and
folks tend to have different attitudes toward replications when they
focus on newer vs older research

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9
Q

Why does the replication process, when/if it fails, make
other scientists criticize the original study versus the replicated one?

A

We should be critically evaluating the strengths
and weaknesses of both studies

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10
Q

what are the proper ways to decide whether the replication
is legitimate to overturn the original experiment. Does the replication
have to be exactly the same or few changes are allowed, and if
allowed, then how much change is allowed?

A

First, we should have multiple replications before we throw
anything out. And second, that’s a question that should be decided
by the scientific community (of the field being tested) and the
researchers involved

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11
Q

Did replication support a lot of experiments as correct?

A

Yes! Another recently published replication project (in psych and
economics) replicated about 2/3s of the selected studies

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12
Q

Developmental Psychology

A

The study of changes in physiology, cognition, emotion, and
social behavior across the lifespan.

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13
Q

Longitudinal designs

A
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14
Q

Cross-sectional Designs

A
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15
Q

Dynamic systems theory

A

development is a self-organizing
process, where new forms of behavior emerge from consistent interactions between a person/organism and their
environments (including cultural factors)

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16
Q

Descriptive Research

A

Observational studies (Naturalistic Observation, Archival Analyses, Ethnography), Case Studies/Interviews, Self-Report Surveys/Correlational Studies

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17
Q

Descriptive Statistics

A

Mean/average, median, mode, variability, standard deviation

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18
Q

Inferential Statistics

A

Help us infer whether differences between groups reflect true
differences or if they are probably due to chance

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19
Q

How do we think critically about research and
other claims?

A

by thinking of an ideal study for
the topic and comparing; also by looking for sources,
evaluating those sources, and then evaluating each step
in the research process

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20
Q

How do we design research studies to test our
ideas?

A

We plan multiple studies, starting with descriptive/correlational and moving up to experimental to balance the advantages and disadvantages of each type of design and recognize that each type of study answers a different question

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21
Q

How do we know research is strong & replicable?

A

We know it when it uses large sample sizes & good
data practices and when it is replicated lots of times

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22
Q

Ideal Scientific Method & Research Process

A

theory (what makes good theories), hypothesis, study, data, results, confidence, return to theory

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23
Q

Internal, external, and construct validity

A

incl. random selection/sampling, random assignment, double-blind, confounds, generalizability, operational definition

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24
Q

Data

A

reliability, accuracy, conducted with ethics (IRB), descriptive
statistics, inferential statistics, significant differences, meta-analyses

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25
Q

Statistical deviance

A

infrequency

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26
Q

Emotional distress

A

Unhappiness

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27
Q

Cultural deviance

A

violate norms

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28
Q

Dysfunction

A

Difficulties with daily living

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29
Q

Psychological disorders are

A

maladaptive

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30
Q

To be considered a mental disorder, a condition must have 4 things

A

it must be statistically uncommon, violate cultural norms, cause emotional distress, create dysfunction or difficulty with daily living

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31
Q

Naturalistic Observation

A

is a method that involves observing subjects in their natural environment.

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32
Q

Archival Analyses

A

any data that are collected prior to the beginning of the research study.

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33
Q

Ethnography

A

the scientific description of the customs of individual peoples and cultures.

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34
Q

Antisocial Personality Disorder

A

is a deeply ingrained and rigid dysfunctional thought process that focuses on social irresponsibility with exploitive, delinquent, and criminal behavior with no remorse

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35
Q

Bipolar Disorder

A

a mental illness that causes unusual shifts in a person’s mood, energy, activity levels, and concentration.

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36
Q

Major Depressive Disorder

A

a mood disorder that causes a persistent feeling of sadness and loss of interest

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37
Q

Narcissistic Personality Disorder

A

A disorder in which a person has an inflated sense of self-importance

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38
Q

Schizophrenia

A

a serious mental illness that affects how a person thinks, feels, and behaves. People with schizophrenia may seem like they have lost touch with reality, which can be distressing for them and for their family and friends.

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39
Q

Borderline Personality Disorder

A

a mental illness that severely impacts a person’s ability to manage their emotions. This loss of emotional control can increase impulsivity, affect how a person feels about themselves, and negatively impact their relationships with others.

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40
Q

Which of the following patients (untreated) seems to have schizophrenia?
 A. Carl, who performs actions repeatedly and without being able to stop
 B. Mona, who wants to sleep all the time and has suicidal thoughts
 C. Olivia, who is hyperactive and acts like she’s at the top of the world
 D. Darren, who sometimes hears voices and worries it means someone is out to get him

A

D.

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41
Q
A
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42
Q

Women tend to touch and be touched more than men

A

(Floyd, 2010)

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43
Q

Women also perceive interpersonal touch more positively in
both their affective and evaluative responses toward their
partners

A

(Fisher, Rytting, & Heslin, 1976)

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44
Q

As children, same-gender pairs tend to touch each other more
often than cross-gender pairs; as adults, however, cross-
gender touch becomes more frequent

A

(Williams & Willis, 1978; Willis & Hoffman, 1975; Daniels, 1978; Remland, Jones, & Brinkman, 1995; Bossen et al., 2012)

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45
Q

Couples in San Juan, Puerto Rico touched an average of 180 times
per hour
Couples in London, England touched an average of 0 times per
hour

A

Coffee-shop study (Jourard, 1966)

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46
Q

Overall, much higher rates of touch than in the coffee-shop study
Northeast Asian couples touched significantly less than Southeast
Asian, Caribbean-Latino, Northern European, or US couples

A

Airport gates study (McDaniel & Andersen, 1998)

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47
Q

Social behavior and social contact are the norm or baseline for
humans, and when we lack this contact, we show poor
responses to stress

A

Social Baseline theory

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48
Q

Handholding reduces the body’s physiological responses to
threat, even when your partner is a stranger (though to a
lesser extent)

A

Social Baseline Theory

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49
Q
A

Social Baseline Theory

50
Q

Approach-avoidance equilibrium for nonverbal cues (Argyle & Dean, 1965) Sum of people’s nonverbal behaviors cue their affiliation goals Potential to backfire if it forces people to be closer than they want

A

AFFILIATIVE CONFLICT THEORY

51
Q

Infants diagnosed with autism may be more averse to being touched

A

(Baranek, 1999)

52
Q

Children diagnosed with autism spectrum disorders felt comfortable at greater distances than typically developing children during stop-distance tasks and did not decrease this distance after having an interaction with their partner

A

(Gessaroli et al., 2013)

53
Q
A
54
Q

from French: croisade; Spanish: cruzado
originally meant “marked with the cross”

A

crusade

55
Q

now used to indicate any vigorous campaign for or
against something by historically Christian
Westerners

A

crusade

56
Q

G. W. Bush on 9/16/01:

A

We need to go back to work tomorrow and we
will. But we need to be alert to the fact that these
evil-doers still exist. We haven’t seen this kind of
barbarism in a long period of time. No one could have conceivably
imagined suicide bombers burrowing into our society and then emerging all in the same day to fly their aircraft - fly
U.S. aircraft into buildings full of innocent people - and show no remorse. This is a new kind of – a new kind of
evil. And we understand. And the American people are beginning to understand. This crusade,
this war on terrorism is going to take a while. And the
American people must be patient. I’m going to be patient.

57
Q

We are not deceived by their pretenses to piety. We
have seen their kind before. They are the heirs of all the
murderous ideologies of the 20th century. By
sacrificing human life to serve their radical visions–by abandoning every
value except the will to power–they
follow in the path of fascism, and Nazism, and
totalitarianism.

A

from President G. W. Bush’s Declaration of War on
Terror, 20 September 2001

58
Q

formed in 1987 as branch of Muslim Brotherhood

A

Hamas

59
Q

who views allies of Israel as
“crusaders”

A

Hamas

60
Q

Concepts such as jihad and crusade are alive and
well and mean different things to different people.

A
61
Q

: Pope Urban II issued call
to take up cross at Clermont

A

1095

62
Q

: Crusaders gathered and
moved eastward

A

1096

63
Q

: est. County of Edessa
: est. County of Antioch

A

1097

64
Q

Jerusalem fell to
Crusaders; est. Kingdom of
Jerusalem

A

1099

65
Q

The Crusader States of the Latin East

A

1097-1291

66
Q

Edessa 1097-1144
– Antioch 1098-1268
– Jerusalem 1099-1189 &
1221-1244
– Tripoli 1109-1289
There were also many
smaller vassal states & fiefs
e.g. Kerak, Tiberius, &
Acre.

A

The Crusader States of the Latin East

67
Q

Let’s think back to our steps for motivational interviewing

A

Express empathy, Develop discrepancies in their goals and behaviors
to reaffirm goals, Roll with resistance, Support self-efficacy, Plus ones from our video:, Asking permission, Reflective listening, Open-ended questions, Eliciting Responses, Affirmation, Working with a Scale, Summary

68
Q

Biopsychosocial model

A

how health and illness are linked to biological characteristics, psychological factors, and social conditions

69
Q

Racial bias in care

A

More likely to be diagnosed for some disorders
Less likely to receive quality care
More likely to face negative nonverbal behaviors during care (avoiding eye contact, shorter and more terse conversations, non-supportive expressions)

69
Q

Well-being

A

a positive state that includes both optimal health and life satisfaction

70
Q

Emotion-focused coping

A

when we try to prevent the emotional responses to stress, including avoiding, minimizing, or distancing yourself from problems; this also includes actively engaging in distracting behaviors

71
Q

Problem-focused coping

A

when we focus on practically solving the problem, including thinking of solutions, weighing costs/benefits, and choosing your actions

72
Q

Coping success

A

will depend on the problem! In cases where we cannot escape or need to remain calm, emotion-focused is the only real option

73
Q

Buffering hypothesis

A

other people can provide social support to help us cope with stressful events

74
Q

We rely on three types of information:

A

Physical appearance
Verbal communication
Nonverbal communication

75
Q

We use nonverbal communication to:

A

Express emotion
Convey attitudes
Communicate personality traits
Facilitate/modify verbal communication

76
Q

Sources of nonverbal information

A

Facial expressions
Tone of voice
Gestures
Body position and movement
Touch/haptics
Eye gaze

77
Q

Decode

A

to interpret the meaning of the nonverbal behavior other people express

78
Q

Nonverbal communication:

A

how people communicate, intentionally or unintentionally, without words

79
Q

are specific, short-term positive or negative responses to either environmental events or internal thoughts that are associated with varying levels of physiological arousal

A

Emotions

80
Q

Emotions

A

specific, short-term internal states

81
Q

linked with specific physiological responses

A

emotions

82
Q

linked with specific behavioral responses, such as muscle
movements

A

emotions

83
Q

linked with feelings, or cognitive appraisals of the situation

A

emotions

84
Q

Moods

A

long-term emotional states without specific triggers

85
Q

Motivations

A

states in which rewards are sought and punishments avoided, usually described as approach and avoidance motivations (more next week)

86
Q

Are there basic emotions?

A

ways of classifying basic emotions
even animals experience them
relatively small differences across cultures
cultural exposure helps in emotional recognition tasks

87
Q
A
88
Q

Stage 1: Preconventional

A

Attention to consequences.
-He can’t be happy without his wife.
-If he gets caught, he goes to jail

89
Q

Stage 2: Conventional

A

Stage 2: Conventional
Attention to social order.
-He can’t let his wife die.
-Stealing is against the law.

90
Q

Stage 1: Preconventional

A

Attention to consequences.
-He can’t be happy without his wife.
-If he gets caught, he goes to jail.

91
Q

Stage 3: Post conventional

A

Attention to abstract ethics.
-Individual lives are more important than law against stealing.
-Laws are necessary for social order.

92
Q

YOU’RE ABOUT TO BE OVER THE HILL

Decline seems to be “across the board

A

Physiological function
Cognitive abilities
Reaction times on lots of different tasks

93
Q

Strength and agility begin to decline in the 20s

A

There are individual differences

94
Q

AGING AND MEMORY LOSS

A

Older people lose the ability to suppress irrelevant thoughts.

95
Q

nfluenced by age-related stereotypes?

A

In cultures where there’re fewer negative stereotypes associated with old age (mainland China), there’re smaller age-related memory differences.

96
Q

We’re doomed (mentally)! Based on this research, which of the
following would you most recommend to delay our inevitable cognitive
declines?
A. Move to the UK
B. Relearn Spanish just for fun
C. Delegate using new software at work to someone else while you
focus on other tasks
D. Plan a long trip to China and learn Mandarin

A

B. Relearn Spanish just for fun

97
Q

Why do babies develop like they do, and how do
we research their development?

A

Because of both genetic and environmental
influences, babies take an active role in development
(Dynamic Systems Theory); longitudinal vs cross-
sectional designs

98
Q

How are children different at cognitive and moral problem-solving than adults?

A

Piaget theorized that children learn about the world
in different ways than adults, and Kohlberg theorized
they’re more self-focused, but their work had flaws

99
Q

Why do we need other people in our lives?

A

Because attachments help us grow, develop, and
cope with stress, and physical contact seems to be critical to our well-being (Social Baseline Theory)

100
Q
A
101
Q

Why do babies develop like they do, and how do we research their development?

A

Because of both genetic and environmental influences, babies take an active role in development
(Dynamic Systems Theory); longitudinal vs cross-sectional designs

102
Q

How are children different at cognitive and
moral problem-solving than adults?

A

Piaget theorized that children learn about the world in different ways than adults, and Kohlberg theorized they’re more self-focused, but their work had flaws

103
Q

Why do we need other people in our lives?

A

Because attachments help us grow, develop, and
cope with stress, and physical contact seems to be
critical to our well-being (Social Baseline Theory)

104
Q

developmental Psychology:

A

longitudinal and cross-sectional research, visual preference technique, reflexes (many types), physical development, perceptual development (steep cliff studies), dynamic systems theory

105
Q

Cognitive and Moral Theories of Development:

A

Piaget (schemas/schemata, sensorimotor period, object permanence, preoperational period (centration, egocentrism), concrete operational period, formal operational period, updates on object permanence, errors in Piaget’s theories), theory of mind, Kohlberg (morality, preconventional, conventional, post-conventional, errors/wrenches in Kohlberg’s theories)

106
Q

Social Development

A

Attachments, two-way street, contact comfort,
Harlow’s research, strange situation test, secure, avoidant, ambivalent (anxious/resistant), disorganized/disoriented, peer attachment, teenage
brain development and risky decision-making, developmental declines with aging, fluid v crystallized intelligence, aging neurons, practice what you want to keep, suppression, stereotypes, touch, and physiological
states, touch and babies, classic research on interpersonal touch, gender differences in touch, cross-cultural differences in touch

107
Q

While there are different types of intelligence tests

A

they all measure the same intelligence. Some use words or numbers and require specific cultural knowledge (like vocabulary). Others do not, and instead, use shapes or designs and require knowledge of only simple, universal concepts (many/few, open closed, up/down)

108
Q

Job success relating to IQ scores

A

having a low IQ does not mean failure in a job, and having a high IQ does not mean success in a job.

109
Q

Racial-ethnic Groups IQ relating to Bell Curve

A

People of all racial-ethnic groups can be placed at all IQ levels and have overlapping data on the bell curves. Though certain groups tend to average higher than others researchers are still trying to figure out why.

110
Q

Lower average IQ Racial-ethnic group on the bell curve

A

Other groups (blacks and Hispanics) are centered somewhat lower than non-Hispanic whites. The bell curve is roughly around 85

111
Q

Higher average IQ Racial-ethnic group on the bell curve

A

Jews and East
Asians) are centered somewhat higher than
for whites in general.

112
Q

Average IQ on Bell Curve

A

Most people cluster around the average (IQ 100)

113
Q

Mental retardation IQ on Bell Curve

A

below IQ 70 (IQ 70-75 often being considered the threshold for mental retardation).

114
Q

“Gifted” IQ on Bell Curve

A

About 3% of Americans score above IQ 130 (often considered the threshold for “giftedness”)

115
Q

What do IQ tests not measure for

A

They do not measure creativity, character, personality, or
other important differences among individuals, nor are they intended to

116
Q

What is intelligence

A

intelligence is a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas,
learn quickly and learn from experience.

117
Q

Are intelligence tests culturally biased?

A

Intelligence tests are not culturally biased against American blacks or other native-born, English-speaking peoples in the U.S. Rather, IQ scores predict equally accurately for all such Americans, regardless of race and social class. Individuals who do not
understand English well can be given either a nonverbal test or one in their native language.

118
Q

Environment and genetic heritage in IQ tests.

A

individuals differ in intelligence due to
differences in both their environments and genetic heritage. Heritability estimates range from 0.4 to 0.8 (on a scale from 0 to l), most
thereby indicating that genetics plays a bigger role than the environment in creating IQ differences among individuals.

119
Q

If you want to spread happiness around Auburn and among your friends and family, how would you do it? Please list 3 specific ways and list the concept/term/research from our happiness material that they are based on.

A
  • Compliment others you see when walking to class, by making them feel gratitude which boosts happiness.
  • Keeping a smile around campus makes others happy by making them feel community
  • Asking people how they are doing helps strengthen relationships creating happiness.
120
Q

Thinking about out Motivations material, if we are planning to give
recommendations to the Auburn police about slogan ideas for a new campaign to improve driving behaviors, what could we recommend?

A
  • Use extrinsic motivation by having higher punishments and showing what will happen if you do not follow traffic laws, along with having rewards for those who do follow traffic laws for a long period of time.
121
Q
A

Julia C. (5 decks)

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