Shorter Midterm 1 Flashcards
1
Q
Order of Philosophers and their ideas in history of Psychology
A
Aristsotle (psyche) → Plato (dualism) → Rene Descartes (modified dualism and pineal gland) → Thomas Hobbes (materialism) → John Locke (empiricism & realism)→ Immanual Kant (idealism)→ Wilhelm Wundt (structuralism: atoms of mind)→ Edward Titchener (objective introspection)→ Margaret Washburn (structuralism and behaviourism)
2
Q
Mind-body problem
A
people trying to figure out how the mind and body were connected. Like, how come we flinch when stepping on a nail?
3
Q
Psyche
A
Aristotle describing a connection between the body and the soul (soul in this case would be how you think)
4
Q
Dualism
A
Plato describing how the body and soul are separate but interrelated as well (as in they feed off one another)
5
Q
Modified dualism
A
- Rene Descartes describing the mind and body having a connection via the pineal gland (he was wrong but good on him for trying)
- mind: spiritual essence
- body: physical essence
6
Q
Materialism
A
Thomas Hobbes describing how everything can be deduced to a material cause (ex. tree falling in the middle of a forest with no one around would indeed still make a sound)
7
Q
Empiricism
A
John Locke describing how knowledge comes from observations and experience (have to do the things you want to learn)
8
Q
realism
A
John Locke describing how what we sense and perceive reflect the reality of the world, an objective truth to the world
9
Q
idealism
A
Immanuel Kant describing how what we perceive and sense is our interpretation of the world (ex. what the colour red is to someone may be different than us but we’d never know)
10
Q
nativism
A
knowledge not always from observation or experience (ex. one can probably tell that a fall from a cliff onto a pointy rock would kill them despite never observing or experiencing that)
11
Q
Structuralism
A
- Wilhem Wundt: asked why do we even have mental processes (ex. vision) and described the mind is built from mental unit “atoms of the mind”
- Edward Titchener: described introspection being broken down into sensations, images, affections when reacting to stimuli
- Margaret Washburn: animal studies and connected structuralism to behaviourism
12
Q
be able to explain the differences and similarities between dualism, monism, materialism, mentalism, realism, idealism, empiricism, and nativism
A
- Dualism: body and soul separate but interrelated
- Monism: one kind of thing
- Materialism: everything is a material
- Mentalism: every mental process is just an idea (ex. you being angry after losing game is not real)
- realism: perceptions and sensations = truth of world
- idealism: our perceptions are our interpretation of the world
- empiricism: knowledge comes from observation and experience
- nativism: knowledge doesn’t always come from observation and experience
13
Q
functionalism
A
(William James, Mary Calkins, helped us understand mind is more than it’s parts and the evolutionary function of our thoughts and feelings to better understand them)
14
Q
behaviourism
A
(John B. Watson, Rosalie
Rayner, B.F. Skinner, changed definition of psychology to scientific study of observable behaviour, made it so mental processes can be objectively measured by how they translate to measurable behaviour)
15
Q
psychoanalysis
A
(Sigmund Freud, insight therapy for fear and anxiety or our subconscious mind, deterministic theory where all lives are set up by childhood and the subconscious tendencies we pick up)
16
Q
gestalt psychology
A
(Max Wertheimer, mind creates perceptual experiences and focuses on wholes rather than parts)
17
Q
developmental psychology
A
Jean Piaget, psychological phenomena changes over lifespan, focus on children cognition changing
18
Q
social psychology
A
behaviour a bi-product of our subjective experience/interpretation of our environment
19
Q
humanism
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Carl Rogers, Abraham Maslow, reject pure behaviourism and psychoanalysis, focus on growth and how environment changes human development, hierarchy of needs
20
Q
explain what the nature vs nurture debate is and outline the contributions of evolutionary psychology to our understanding of this debate
A
- nature: development of humans (ex. behaviours, personality) determined by nature like genetics, plato
- nurture: development of humans determined by environment (ex. psychopath who wants to kill people wasn’t born that way and could’ve been normal had they been born into a better situation, Aristotle
- both sides led to epigenetics: the study of how environment and genetics interact
- Charles Darwin talked about natural selection
21
Q
elucidate the biological, psychological, and socio-cultural influences that contribute to behaviour and our understanding of contemporary psychology
A
- Contemporary Psychology: every psychological event is simultaneously a biological event
- what this means?
- biological: influences could be health, genetics, traits from parents, how our brains evolved over time due to our environment
- psychological: environments that made us develop bad habits (think psychoanalysis with childhood), stress, how we handle negative and positive emotions
- socio-cultural: discrimination, negative talking, media pushing big ideas that people eventually pick up, panicking over what internet says
22
Q
neuroscience
A
analyzes body and brain working together for emotions and sensory experiences, modern as in acknowledging the brain and the body working hand in hand
23
Q
evolutionary
A
looking at natural selection and how it promoted certain genes and traits, helps us understand why negative things we experience now may have been useful before (ex. fight or flight response)
24
Q
behaviour genetics
A
how our genes and environment influenced our individual differences, looks at how deeply rooted differences lead to how people are so different despite the many similarities we have
25
psychodynamic
how behaviour comes from unconscious drives or conflicts (ex. panicking over CV exam or suddenly being motivated at 3:00 AM) looks at how we act unconsciously many times and seemingly shut off thinking from time to time
26
behavioural
how we learn observable responses, contributes by checking how people can fit in better than others for example or some people being better when doing the thing they’re trying to learn
27
cognitive
how we take in and process information, simply put, help us understand learning
28
sociocultural
how behaviours and thinking differentiate through situations and cultures, help describe the different ways of thinking from environment to environment, big or small (ex. BMSS to BCSS, Canada to US)
29
theoretical perspectives of psychology
neuroscience, evolutionary, behaviour genetics, psychodynamic, behavioural, cognitive, socio-cultural
30
understand the need for the scientific method and psychological science in a “post truth” world”
- psychological science: we can’t just rely on intuition and common sense. Otherwise, we’d make crazy conclusions like an octopus being a psychic.
- post truth: emotions and personal beliefs override acceptance of facts (ex. echo chambers from groups like flat earthers)
- availability of powerful examples: media stuff like mexico having hazy lighting in shows and movies
- scientific method: testing ideas about world by setting up situations to test. Have to make careful organized observations too and determine whether the data we collect fits with what we idealized
31
scientific method
- observation: I got a 22/35 on the CV exam when I thought I ate
- question: how did I do so low when I studied so well?
- hypothesis: because I did so low, I must’ve gotten the wrong mark
- test/acquire data: observe my notes, reflect on my methods, talk with people about the test
- analyze data: I didn’t do that many pages, I merely reread my notes a lot, I only used active recall the night before the test
- conclusions: I did not study well enough for the CV exam and the mark I got back is likely accurate
- communicate results: share my thinking with my friends to improve for next time
32
descriptive study
- observation of people for thoughts, behaviours, and attributes
- case study: one individual (ex. Phineas Gage)
- naturalistic observational: behaviour in natural environment (ex. observing apes from afar)
33
survey and interview
- experimenter bias: person interviewing introducing bias toward participant (ex. how happy were you after this? rather than how did you feel after this?)
- sampling bias: limit representation of sample you are studying
- WEIRD
- western
- educated
- industrialized
- rich
- democratic
34
elucidate the differences between correlation and causation
- correlation: how closely two factors vary together
- r: correlation coefficient, between -1 and 1
- positive: 0-1
- negative: -1-0
- correlation does not equal causation no matter how strong the r coefficient is
- due to fact that factors may not relate at all (ex. people dying in bedsheets and mozzarella eaten)
- this is called illusionary correlation when there’s a relationship between two variables that’s perceived when they really have no effect on one another
35
research biases
- wording effect → experimenter bias
- tendency for experimenter to introduce bias towards a participants responses/behaviours
- solutions would include neutral wording, not seeing person you’re interviewing
- sampling bias
- limit representation of sample you’re studying
- WEIRD
- western
- educated
- industrialized
- rich
- democratic
36
power
sensitivity to change and differences
37
reliability
how consistent results are
38
validity (and 3 types)
- validity: how much a test measures or predicts what it’s supposed to
- concurrent: current outcomes/values?
- validity: measure behaviour/construct well?
- predictive: predicting behaviour test is designed to predict?
39
set up experiment (what should be down or established?)
- independent: manipulate how much sleep people get every night for a week before an exam
- control group: people sleeping as they usually do
- experimental group: people sleeping at least 2 hours less than they usually do
- dependent: marks the students get
- confounding variables: IQ, studying times, screen time
40
demand characteristics
aspects of experiment’s setting that make people behave the way they think they should (ex. keeping track of eating habits for experiment so people make healthier choices when being observed)
41
placebo effect
expectations alone cause physiological and psychological effects
42
mitigate experiment biases
- naturalistic observation
- privacy and control
- unawareness
- double blind procedure: eliminate bias from both sides by not telling either group who is getting the effects or not
43
Describe how you would limit the effects of confounding variables in an experimental design
- do not tell participants purpose of study, only what they should do
- if using something like a drug, introduce empty pills
- do not tell researchers or interviewers what purpose of experiment is
- match groups randomly or make demographic very specific
44
Differentiate between descriptive and inferential statistics
Descriptive describes the data but has no inferences or observations while inferential determines the significance of the data.
45
Define the measures of central tendency
- mean: arithmetic average, can be distorted by outlier scores so best to use when there’s a limited scoring range or when all scores are close to one another or when there’s no room for outliers (ex. mean score for one round of archery)
- mode: most frequent scores, best for determining majority of sample
- median: middle score in middle number of scores (ex. 69 scores, score 35 is the median), help find middle number without the worry of outliers (they can balance each other out)
- positively (right) skewed: mean on the right and lower than left
- negatively (left) skewed: opposite
- normal distribution: bell curve
46
measures of variation
- range: difference between highest and lowest
- standard deviation: how much scores varied around mean score (there can be multiple standard deviations on a bell curve)
- normal curve: this is the bell curve where there is a clear, even bump where most scores are around the mean
47
Describe how you know if results are statistical significant or not, using correct terminology (p- values, representative samples, sample sizes, meta-analyses)
- bigger samples are better (n value being higher)
- representative samples that have appropriate samples rather than biased (ex. having people who are taking KIN 132 for the first time is more accurate for the exam’s difficulty than people retaking the course)
- meta-analysis: comparing multiple data sets leads to better statistical significance
- p-values: higher the p-value, higher the odds that the experiment’s results are due to chance (p < 0.05 or 5% optimal for results to be proof beyond a reasonable doubt)
- null hypothesis if p value high (luck)
- alternative is p value low (reason)
48
Define and differentiate between Type I and II errors
Type 1 error means alternative hypothesis is accepted and the null hypothesis is also true. Type 2 error means the null hypothesis is accepted but the alternative hypothesis is true
- ex. I have a smoke alarm
- alternative hypothesis: there is a fire
- null hypothesis: there is no fire
- type 1 error: fire alarm detects smoke and beeps, but it was from the boiling water and not an actual fire
- type 2 error: smoke alarm fails to detect smoke or is out of battery and can’t detect smoke even when there is a fire
49
Identify the main components of the universal ethical code for human research
1. obtain participant informed consent before experiment
2. protect from harm and discomfort
3. keep information confidential about participants
4. debrief afterwards
50
Understand how neuroscience emerged from phrenology, including how it improved the ideas of the outdated/psuedoscientific perspective
- Franz Gall introduced phrenology that described how bumps on the skull mapped out personality traits. He was wrong but sparked understanding for different areas of brain leading to different functions
- then Camillo Golgi (reticular theory) and Ramon y Cajal (neuron doctrine) faced off
- reticular theory: neurons form continuous networks with no gaps
- neuron doctrine: neurons distant units that communicate between gaps in giant network
- Ramon y Cajal ended up being right and stated the general structure of neurons
51
Know the difference between Golgi’s reticular theory and Cajal’s neuron doctrine, and which model neuroscience has adopted
- reticular theory: no gaps in a continuous network
- neuron doctrine: distant neurons communicating via gaps
- neuroscience has adapted the neuron doctrine
52
key structures in neuron
- neurons: AP, neurotransmitters, responsible for primary communication in brain
- glial: support and facilitate neuron communication
- dendrites: projections from cell body to receive messages from other cells
- cell body: life support centre of cell
- axon: pass messages from cell body to other neurons, muscles, or glands
- terminal branches of axon: junctions with other cells
- neural impulse: action potential
- myelin sheath: help speed up neural impulses, formed by glial cells (schwann for PNS, oligodendrocytes for CNS)
53
action potential
- resting potential: sodium out and potassium in
- depolarization: sodium inflow
- repolarization: potassium outflow
- hyperpolarization: potassium outflow overshoot and introduced when again when returning to resting potential
- back to resting potential: 321nokia
- absolute refractory period during action potential
- relative refractory period when hyperpolarization
54
Explain the process of chemical signaling in the brain at the site of the synapse
1. action potentials reach synapse and trigger release of neurotransmitter molecules
2. molecules cross synaptic gap and bind to receptor sites on receiving neuron
3. allow electrically charged neurons to enter receiving neuron and cause excitatory or inhibitory signals
4. reuptake channels take excess neurotransmitters
55
acetylcholine
muscle action, learning, memory (alzheimers: neurons that produce ACh deteriorate)
56
dopamine
- movement, learning, attention, emotion
- too much → schizophrenia
- too little → tremors, decreased mobility parkinson’s
57
serotonin
- mood, hunger, sleep, arousal (primitive features)
- too little → depression
- drugs with serotonin as antidepressants
58
norepinephrine
- alterness and arousal
- too little: depress mood
59
GABA
- inhibitory
- too little → seizures, tremors, insomnia
- ex. stop hand midway through movement
60
glutamate
- excitatory, memory
- too much → overstimulate brain, migraines or seizures
61
endorphins
- pain or pleasure
- too much (opiate drugs) → suppress body natural endorphin supply
62
Identify similarities and differences between the central nervous system (CNS) and peripheral nervous system (PNS), including subdivisions of the nervous system
- CNS: brain and spinal cord
- PNS: connect CNS to rest of body
- autonomic & somatic divisions
- autonomic has sympathetic and parasympathetic
- somatic has sensory input and motor output
- types of neurons
- sensory
- motor
- interneurons: within brain and spinal cord, communicate with one another and process information between sensory input and motor output
63
Explain how a reflex works in terms of sensory/motor/interneuron wiring
1. sensory neuron carried from receptors to the spina cord
2. this neuron is passed via interneurons and sends motor neuron before information about the event can reach the brain
3. pain is experienced after the reflex because a little more time needed to feel pain compared to avoiding it
64
hindbrain
breathing sleeping, swallowing, fight or flight
65
brainstem
oldest, innermost region of brain, coordinate information coming in and out of spinal cord
66
medulla
base, control HR and breathing
67
pons
above medulla, coordinate movement, connect cerebellum to rest of brain
68
cerebellum
coordinate fine motor movement and life functions, timing and coordination between emotional - cognitive - motor functioning
69
reticular formation
regulate sleep, alertness, arousal levels, continue in part of midbrain
70
procedural memory
information storage outside of awareness, like muscle memory
71
midbrain
orientation and movement
- tectum: orientation
- tegmentum: movement and arousal
- substantia nigra: neurons that produce dopamine, associated with parkinson’s
72
forebrain components
limbic system, diencephalon, hippocampus, amygdala, basal ganglia
73
limbic system
link to emotions, memory, motivation
74
diencephalon
- thalamus: top of brainstem, relay/filter info from sense, sends to cerebral cortex, receive all sensory info except smell
- hypothalamus: below thalamus, 4 fs (fighting, fleeing, food, fucking) hormones associated with these (endocrine system)
75
hippocampus
process new, conscious, explicit memories, decrease size and function with age
76
amygdala
emotional processing
77
basal ganglia
- intentional movements and process rewards
- dorsal striatum: primarily process intentional movement
- ventral striatum: reward processing, pleasure, motivation
78
frontal lobe
- executive functioning (decisions, cognitive flexibility, thinking, planning, memory, judgement, attention, etc)
- motor cortex: body areas needing precise control biggest part
79
parietal lobe
process information about touch, somatosensory cortex
80
occipital lobe
visual cortex, receive input from eyes
81
temporal lobe
auditory cortex, from ears
82
association areas
in all 4 lobes, help with interpretation of information (ex. there’s something in my mouth, my association areas will help me figure out what it feels like and what it could be when comparing to other memories)
