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Scientists Flashcards

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1
Q

Ainsworth

A

Devised the strange situation to study attachment in infants
Type A: insecure/avoidant: not distressed, do not seek comfort
Type B: secure attachment: distressed, seek comfort
Type C: insecure/resistant: distressed, resist comfort

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2
Q

Baumrind

A

Studied the relationship between parental style and agression

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3
Q

Bowlby

A

Studied attachment in children

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4
Q

Chomsky

A

Believed that children have an innate capacity for language acquisition (Language Acquisition Device)

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5
Q

Erikson

A

Eight stages of psychosocial development over the entire lifespan

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6
Q

Sigmund Freud

A

5 stages of psychosexual development. idiot

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7
Q

Anna Freud

A

Founder of ego psychology

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8
Q

Gesell

A

Believed that development was due primarily to maturation/biological processes

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9
Q

Gilligan

A

Suggested that males and females have different orientations towards morality, criticized Kohlberg
Women adopt an interpersonal orientation: caring/compassion, concerned with relationships and social responsibilities

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10
Q

Hall

A

Founder of developmental psychology

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11
Q

Harlow

A

experiment with monkeys and surrogate mothers to study contact comfort and bond formation

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12
Q

Kohlberg

A

Studied moral development using moral dilemmas (Heinz Dilemma)
3 phases each with 2 stages
Can determine moral stage of development by looking at reasoning behind their answer to a dilemma
stages of gender development

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13
Q

Locke

A

Philosopher who suggested that infants had no predetermined tendencies, that they were blank slates (tabula rasa) to be written on by experience

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14
Q

Lorenz

A

Studied imprinting in birds

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15
Q

Piaget

A

Four stages of cognitive development

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16
Q

Rousseau

A

Philosopher who suggested the development could unfold without help from society

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17
Q

Terman

A

Performed longitudinal studies on gifted children

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18
Q

Tryon

A

Studied the genetic basis of maze-running ability in rats

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19
Q

Vygotsky

A

Studied cognitive development, zone of proximal development

- cognitive development is driven by child’s internalization of various aspects of culture

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20
Q

Adler

A

Psychodynamic theorist

Inferiority complex

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21
Q

Allport

A

Trait theorist
functional autonomy
idiographic vs. nomothetic approach to personality

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22
Q

Bandura

A

Behaviorist
Social learning theory
Bobo doll experiment

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23
Q

Bem

A

Suggested that masculinity and femininity were two separate dimensions, linked with the concept of androgyny
self-percpetion theory as an alternative to cognitive dissonance theory

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24
Q

Cattell

A

Introduced mental testing in the US
Trait theorist
Factor analysis used to study personality

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25
Q

Dollard and Miller

A

Behaviorists
Psychoanalytic concepts with a behaviorist framework
Approach-avoidance conflicts

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26
Q

Eysenck

A

Trait theorist

Personality varied across: introversion-extroversion/stability-neuroticism

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27
Q

Horney

A

Psychodynamic
People are motivated by security
Three ways to relate to others: moving towards, moving away and moving against.

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28
Q

Jung

A

Psychodynamic
disagreed with Freud about the libido
Subconscious can be divided into personal and collective

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29
Q

Kelly

A

Individual as a scientist

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30
Q

Kernberg

A

Object-relations

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31
Q

Klein

A

Object-relations

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32
Q

Lewin

A

Phenomenological personality theorist

Field theory

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33
Q

Mahler

A

Object-relations

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34
Q

Maslow

A

Phenomenological personality theorist
Hierarchy of needs
Self-actualization

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35
Q

McClelland

A

Need for achievement

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36
Q

Mischel

A

Critic of trait theories of personality

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37
Q

Rogers

A

Phenomenological personality theorist

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38
Q

Rotter

A

Locus of control

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39
Q

Sheldon

A

Tried to relate somatotype (body type) to personality type

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40
Q

Skinner

A

Behaviorist

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41
Q

Winnicott

A

Object-relations

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42
Q

Witkin

A

Field-dependence and field-independence using rod and frame test

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43
Q

Broca

A

Identified part of brain primarily associated with producing spoken language: Broca’s area

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44
Q

Cannon

A

Studied autonomic nervous system
Fight/flight
Cannon-Bard theory of emotions

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45
Q

Kandel

A

Simple learning behavior in sea snails (aplysia) is associated with changes in neurotransmission

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46
Q

James and Lange

A

James-Lange two factor theory of emotions

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47
Q

Kluver and Bucy

A

Loss of normal fear and rage reactions in normal resulting from damage to temporal lobes. Also studied the amygdala’s role in emotions

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48
Q

Luria

A

Studied how brain damage leads to impairment in sensory, motor, and language function

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49
Q

Milner

A

Studied severe anterograde amnesia in HM

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50
Q

Olds and Milner

A

Demonstrated existence of pleasure center in the brain using self-stimulation studies in rats

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51
Q

Penfield

A

Used electrodes and electrical stimulation techniques to map out different parts of the brain during surgery

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52
Q

Schachter and Singer

A

Schachter-Singer two-factor theory of emotions

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53
Q

Sherrington

A

Inferred the existence of synapse

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54
Q

Sperry and Gazzaniga

A

Functional difference between left and right cerebral hemispheres using split-brain studies

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55
Q

Wenicke

A

Identified part of the brain primarily associated with UNDERSTANDING spoken language: Wenicke’s area

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56
Q

Bekesy

A

Traveling wave theory of pitch perception

Partially supported Helmholtz’s place-resonance theory

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57
Q

Berkeley

A

List of depth cues

58
Q

Broadbent

A

Filter theory of attention

59
Q

Fechner

A

Fechner’s Law: relationship between intensity of the stimulus and the intensity of the sensation

60
Q

Gibson and Walk

A

Visual cliff apparatus - studied development of depth perception

61
Q

Gibson

A

Visual cues (esp texture gradients) that help us perceive depth

62
Q

Helmholtz

A

Young-Helmholtz trichromatic theory of color vision

place-resonance theory of pitch perception

63
Q

Hering

A

Opponent process theory of color vision

64
Q

Hubel and Wiesel

A

Feature detection in visual cortex and discovered simple, complex and hypercomplex cells

65
Q

Kohler

A

Isomorphism theory

66
Q

Melzack and Wall

A

Gate theory of pain

67
Q

Stevens

A

Stevens’ law as an alternative of Fechner’s law

68
Q

Swets

A

ROC curve in signal detection theory

69
Q

Wever and Bray

A

Volley theory of pitch perception in response to a criticism of the frequency theory of pitch perception

70
Q

Yerkes and Dodson

A

Yerkes-Dodson Law

Performance is best at intermediate levels of arousal

71
Q

Binet and Simon

A

Developed intelligence test (Binet-Simon test) to study French schoolchildren
Introduced the concept of mental age

72
Q

Holland

A

Developed RIASEC model of occupational themes

73
Q

Jensen

A

Suggested that there were genetically based racial differences in IQ - criticized now

74
Q

Morgan and Murray

A

Developed the Thematic Apperception Test (TAT)

projective test to measure personality

75
Q

Rorschach

A

Developed the Rorschach inkblot test

projective test designed to measure personality

76
Q

Rotter

A

Developed a sentence completion test

projective test designed to measure personality

77
Q

Stern

A

Developed the concept of ratio IQ

78
Q

Strong and Campbell

A

Developed the Strong-Campbell Interest Inventory

Used to assess interest in different lines of work

79
Q

Terman

A

Revised the Binet-Simon test&raquo_space; Stanford-Binet IQ test

80
Q

Wechsler

A

Developed several intelligence tests to use with different ages (WPPSI, WISC, WAIS): verbal IQ, performance IQ and full-scale IQ

81
Q

Aronson and Linder

A

Gain-loss principle: an evaluation that changes will have more effect than an evaluation that remains constant

82
Q

Asch

A

Conformity (people yield to group pressure even when not demanded to do so)
Experiment that compared the length of lines

83
Q

Clark and Clark

A

Doll preferences in African-American children

84
Q

Darley and Latane

A

social influence and diffusion of responsibility

factors that lead to non-helping

85
Q

Eagly

A

Gender differences in conformity were due to different social roles, not gender

86
Q

Festinger

A

Cognitive dissonance theory: experiment with students being paid $1 or $20 for a boring task. Those that were paid less convinced themselves that they enjoyed the task&raquo_space; minimal justification effect
Social comparison theory

87
Q

Hall

A

Norms for interpersonal distance in interpersonal interactions. In the US it is ~1 foot for friends, several feet for strangers.
Proxemics

88
Q

Heider

A

Balance Theory: explain why attitudes change

Attribution theory: dispositional and situational attributes

89
Q

Hovland

A

Studied attitude change
Communicator (needs credibility)
Communication
Situation

90
Q

Janis

A

Groupthink: explains how group decision-making can go wrong through false sense of unanimty

91
Q

Lerner

A

Just world belief

92
Q

Lewin

A

Leadership styles: autocratic, democratic, and laissez-faire
Laissez-faire: less efficient/organized/satisfied
Autocratic: more hostile/aggressive/dependent on their leader, more productive
Democratic: more satisfied/cohesive/motivated and interested

93
Q

McGuire

A

Psychological inoculation to help people resist persuasion

94
Q

Milgram

A

Obedience studies

Stimulus-overload theory to explain the differences between city and country dwellers

95
Q

Newcomb

A

Studied political norms at a university: students increasingly accepted the norms of their community.

96
Q

Petty and Cacioppo

A

Elaboration likelihood model of persuasion: central and peripheral routes to persuasion

97
Q

Schachter

A

studied relationship between anxiety and the need for affiliation

98
Q

Sherif

A

Used the autokinetic effect to study conformity (individuals conformed their estimates to the group)
Robber’s Cave experiment and found that having superordinate goals increased intergroup cooperation

99
Q

Zajonc

A

Mere exposure effect
Social facilitation effect by suggesting that the presence of others enhances the emission of dominant responses and impairs the emission on nondominant responses

100
Q

Zimbardo

A

Prison simulation&raquo_space; Anonymity led to deindividuation&raquo_space; unacceptable behavior

101
Q

Batson

A

Empathy-Altruism Model: when faced with situations where others might need help, people might feel distress and/or empathy and either state can drive helping behavior
Experiment w/ easy and difficult to escape conditions. Easy to escape: 2 shocks, more distress, left instead of helped. If reported more empathy, more likely to help regardless of condition

102
Q

James Stoner

A

Dilemma studying the risky shift in group decision making. The content of the dilemma determines the direction of the shift

103
Q

Ambady

A

people can make accurate judgements after a few seconds of observation (thin slices of behavior). Gait is also useful nonverbal behavior

104
Q

Wolff

A 
three patterns of crying:
angry/frustrated
basic: usually hunger
pain
eventually learn that caregivers respond to crying
105
Q

Wundt

A

First psychology lab
Believed experimental psychology was limited and could not study higher processes like memory, thinking, and language
When you thought of something, an image formed in your mind. There could be no thought without a mental image

106
Q

Ebbinghaus

A

Showed that higher mental processes could be studied using experimental psychology.
Studied memory using nonsense syllables and the method of savings

107
Q

Kulpe

A

Disagreed with Wundt, thought that there could be imageless thought

108
Q

Breland and Breland

A

discovered and studied instinctual drift

109
Q

Garcia

A

Studied taste-aversion learning and proposed that some species are biologically prepared to learn connections between certain stimuli

110
Q

Kohler

A

Studied “insight” in problem solving

111
Q

Lorenz

A

Ethologist who studied unlearned, instinctual behaviors in the natural environment

112
Q

Pavlov

A

Discovered the basic principles of classical conditioning

113
Q

Premack

A

Suggested the Premack principle: that a more-preferred activity could be used to reinforce a less-preferred activity

114
Q

Rescorla

A

Performed experiments which showed that contiguity could not fully explain classical conditioning; proposed contingency theory of classical conditioning

115
Q

Skinner

A

Developed the principles of operant conditioning

116
Q

Thorndike

A

Law of effect

Used puzzle boxes to study problem solving in cats

117
Q

Tinbergen

A

Ethologist who introduced experimental methods into field situations

118
Q

von Frisch

A

Ethologist who studied communication in honey bees

119
Q

Wilson

A

developed sociobiology

Investigates the effect of various social behaviors have on fitness

120
Q

Wolpe

A

Developed method of systematic desensitization to eliminate phobias

121
Q

Bartlett

A

Investigated the role of schemata in memory; concluded that memory is largely a reconstructive process

122
Q

Cattell

A

Divided intelligence into fluid intelligence and crystallized intelligence and looked at how they change throughout the lifespan

123
Q

Chomsky

A

Distinguished between the surface structure and deep structure of a sentence; studied transformational rules that could be used to transform one sentence into another

124
Q

Collins and Loftus

A

Devised the spreading activation model of semantic memory

125
Q

Craik and Lockhart

A

Developed the levels-of-processing theory of memory as an alternative to the stage theory of memory

126
Q

Gardner

A

Proposed a theory of multiple intelligences (7 types) all of which are equally important

127
Q

Guilford

A

Devised divergent thinking test to measure creativity

128
Q

Kahnneman and Tversky

A

Investigated the use of heuristics in decision making; studied the availability heuristic and the representativeness heuristic

129
Q

Loftus

A

Studied eyewitness memory and concluded that our memories can be altered by presenting new information or by asking misleading questions

130
Q

Luchins

A

Used the water-jar problem to study the effect of mental sets on problem solving

131
Q

Macoby and Jacklin

A

Found support for gender differences in verbal ability

132
Q

McClelland and Rumelhart

A

Suggested that the brain processes information using parallel distributed processing (PDP)

133
Q

Miller

A

Found that the capacity of short-term memory is seven (plus or minus 2) items

134
Q

Paivio

A

Proposed dual-code hypothesis

135
Q

Smith, Shoben and Rips

A

Devised the semantic feature-comparison model of semantic memory

136
Q

Spearman

A

Suggested that individual differences in intelligence were largely due to differences in amount of a general factor “g”

137
Q

Sperling

A

Studied the capacity of sensory memory using the partial-report method

138
Q

Sternberg

A

Proposed the triarchic theory that divides intelligence into three types: componential, experiential and contextual

139
Q

Thurstone

A

Used factor analysis to study primary mental abilities - factors more specific than g but more general than s

140
Q

Whorf

A

Hypothesized that language determines how reality is percieved

GRE psychology Extras (8 decks)

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