Brainscape's Knowledge GenomeTM

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


See full index

PSY-150 > Test 1 > Flashcards

Test 1 Flashcards

1
Q

Psychology

A

The scientific study of behavior and mental processes.

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

Behavior processes

A

Outward or overt actions that are observable and quantifiable (or measureable).

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

Mental Processes

A

internal or covert activity like thinking, feeling, or remembering that is not observable, but is qualitative (can only be measured)

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

4 Goals of Psychology

A

Describe, Explain, Predict, and Control

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

describe

A

what is happening

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

explain

A

why it is happening

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

Predict

A

what will happen next

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

Control

A

What will happen or when it happens

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

Elements of Psychology Research

A

Perceiving the question, forming a hypothesis, testing the hypothesis, drawing conclusions, and reporting results

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

Goals of Psychology Research

A

Why people act the way they do in their internal environments or why the person is choosing to act the way he or she is.

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

5 research methods

A

case study, laboratory observation, survey, correlation studies, and experiments

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

Case study

A

individual or a small group of people that you are studying through observation and interviewing to gather in depth knowledge

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

laboratory observation

A

running tests on animals such as rats and pigeons in a very controlled setting to observe the result or reaction.

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

Survey

A

a questionnaire sent out to a large group of people

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

Correlation Studies

A

how are they connected? similar/different

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

Experiment

A

putting the scientific method into action. the idea is to try to control as many variables as possible in order to provide the most accurate result.

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

Variable

A

something you can change in order to affect the result of an experiment

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

3 Research Errors

A

observer effect, observer bias, observer expectancy effect

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

Observer effect

A

when someone knows he or she is being watched and then the individual changes his or her behavior

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

Observer bias

A

no research is completely unbiased; everyone has a reason for conducting research

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

Observer expectancy effect

A

when a certain outcome is expected

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

Possible Errors in Any Research

A

confounding variables, observation errors, recording errors, statistical analysis errors, and interpretation errors

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

Confounding Variables

A

something that you cannot exactly measure but it has an impact on your subject; can be something you can’t control

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

Observational errors

A

when you see something but it is not actually happening

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

Recording Errors

A

when you write dow (or record) something wrong

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

Statistical Analysis

A

when you mathematically compare your results

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Interpretation Errors

A

when you misread statistics

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

Plato

A

Believed the sould could live separate from the body (later known as dualism); believed there was something inside people that needed to be investigated

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

Aristotle

A

Body and soul are parts of the same underlying structure; comes from the holistic approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Gustav Fechner

A

Studied human perception and formed the basis for psychological research; first to dig into what people were thinking and feeling

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

Wilhelm Wundt

A

First to apply scientific laboratory research to psychological principles–objective introspection; believed each individual has their own worldview/interaction style/thinking and that thoughts and emotions where the basics of the human mind

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

Edward Titchener

A

structuralism; believed every experience could be broken down into its basic elements

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

William James

A

functionalism; didn’t care about how people felt, but interested in how people interacted with each other

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

Types of Psychology

A

Psychoanalysis, behaviorism, cognitive psychology, humanistic psychology, sociocultural psychology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

personality

A

the unique way in which each individual things, acts, and feels throughout life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Kluckhohn and Murray

A

believed that every human is like every other human being, like some other human beings, and like no other human being

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Nature

A

when your personality is determined by DNA

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Nurture

A

when your experiences create your personality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Genetics

A

strictly nature driven

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Traits

A

can be changed by environment/situation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Sociocultural determination

A

social norms influenced by culture

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Learning

A

how to interact with people, knowledge, etc.; its from experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

existential-humanistic considerations

A

something that can change your worldview

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

unconcious mechanisms

A

things we don’t understand or even think about

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

cognitive processes

A

thinking; the physical process into thinking critically or the mental process into emotions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Nature vs. Nurture

A

What makes up our personality?– genetics, traits, sociocultural determinants, learning, existential-humanistic considerations, cognitive processes, and personality as a composite of factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Sigmund Freud

A

born in 1856 to father’s 3rd wife who might have been pregnant with him before being married

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Sigmund Freud

A

graduated at the top of his high school class and attended medical school

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Sigmund Freud

A

heavily used cocaine for several years; when it was found out to be detrimental, he lost much of his medical credibility

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Sigmund Freud

A

Worked with Jean-Martin Charcot (1825-1893) to learn hypnotism to treat hysteria; began to theorize that a lot of our physical symptoms can have a psychological influence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Sigmund Freud

A

Worked with Hippolyte Bernheim (1840-1919), who was creating posthypnotic amnesia in patients and using posthypnotic suggestion to treat hysteria; realized that through hypnosis they could have people forget things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Sigmund Freud

A

Worked with Josef Breuer (1842-1925) at the University of Vienna. The case of Anna O. started psychoanalysis.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Psychoanalysis

A

The “therapy” process developed by frued; used with mixed results; received heavy criticism then and today; has mixed support from research.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Two principles of psychoanalysis

A

free association and dream analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

3 parts of personality

A

id, superego, and ego

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Id

A

the pleasure principle that is contained in humans from birth–oriented toward basic biological drives: food, water, sex, safety, etc.; its all about us

57
Q

superego

A

the ego ideal and conscience–enables people to think and desire to behave in ideal terms: the moral center of the personality; moral compass; helps to determine right and wrong

58
Q

ego

A

the reality principle that attemps to satisfy demands of the id, only in ways that will not lead to negative consequences

59
Q

3 parts of mind

A

conscious, preconscious, and unconcious

60
Q

conscious mind

A

all of the things of which a person is aware any given moment; similar to short term memory in which you have immediate access

61
Q

preconscious mind

A

level of the mind where all the information, events, and concerns are kept; where super ego lives; long term memory; like a filing cabinet

62
Q

unconscious mind

A

the part of the mind that remains hidden–surfacing only symbolically through dreams and in obsure ways; a lot of trauma is put here

63
Q

defense mechanisms

A

denial, repression, rationalization, reaction formation, displacement, regression, identification, compensation, sublimation

64
Q

denial

A

refusal to recognize or acknowledge a threatening situation

65
Q

repression

A

“pushing” threatening or conflicting events or situations out of conscious memory

66
Q

rationalization

A

making up acceptable excuses for unacceptable behavior

67
Q

reaction formation

A

forming an emotional reaction or attitude that is the opposite of one’s threatening or unacceptable actual thoughts

68
Q

displacement

A

expressing feelings that would be threatening if directed at the real target onto a less threatening substitute target

69
Q

regression

A

falling back on childlike patterns as a way of coping with stressful situations

70
Q

identification

A

trying to become like someone else to deal with one’s anxiety

71
Q

compensation

A

when a person tries to make up areas in which a lack is perceived by becoming superior in some other area

72
Q

sublimation

A

turning socially unacceptable behavior into acceptable behavior

73
Q

Freud’s psychostages of development

A

each stage features a different erogenous zone. if the stage is not successfully negotiated, fixations may result

74
Q

Oral stage

A

occurs from birth to 1 or 1.5, focuses upon the mouth, and is dominated by the id; satisfies basic desires

75
Q

anal stage

A

occurs from 1, 1.5 to 3 and focuses upon withholding and releasing feces; ego develops here; potty training–if done appropriately will have balanced life, but if not then the child will rebel

76
Q

phallic stage

A

occurs from 3 to 6 and focuses on the penis; superego develops here; girls want one and boys are afraid of losing it

77
Q

latency stage

A

age 6 to the onset of puberty sexual feelings are repressed; cooties stage

78
Q

genital stage

A

puberty through adulthood–sexual feelings are manifest but aimed at peers and societal sex symbols

79
Q

free association

A

when Freud just had people talk about what was on their mind; tends to be on the idea of resistance (i.e. what they don’t talk about)

80
Q

dream analysis

A

consists of condensation, displacement, secondary revision, manifest content, and latent content

81
Q

condensation

A

all of our thoughts, feelings, etc. is combined

82
Q

displacement

A

when a fear or anxiety is replaced by an object

83
Q

Freud in everyday life

A

consists of parapraxes that is an accident that was caused by our unconcsious mind and when Freudian slips are verbal

84
Q

Freud on religion and human nature

A

survival mechanism for the ignorant, outdated, humans are mainly biological organisms; our id would take over and goes back to the victorian era

85
Q

behaviorism

A

based on the thory of learning; everything learned is still in the mind somewhere; only considers external behavior

86
Q

learning

A

any relatively permanent change in behavior brought about by experience or practice; you experience something, practice it, and you’ve learned how to do it

87
Q

learning processes

A

classical conditioning and operant conditioning,

88
Q

classical conditioning

A

learning to make a reflex response to a stimulus other than the natural stimulus that normally produces it

89
Q

Components of Classical Conditioning

A

(1) Unconditioned stimulus: naturally occuring stimululs; (2) unconditioned response: reflexive response to unconditioned stimulus; (3) conditioned stimulus: when a neutral stimulus, through repeated pairing with an unconditioned stimulus, begins to cause the same kind of reflexive response; and (4) conditioned response: nearly identical (though sometimes a little weaker) than the conditioned response

90
Q

Principles of Classical Conditioning

A

(1) CS must precede UCS; (2) CS and UCS must come close together in time; (3) the neutral stimulus must be paired with the UCS repeatedly for conditioning to take place; and (4) the CS must be distinctive from other stimuli in order for conditioning to occur

91
Q

stimulus generalization

A

tendency to respond to a stimulus similar to original conditioned stimulus

92
Q

stimulus discrimination

A

learning to differentiate between conditioned stimuli and similar stimuli

93
Q

extinction

A

when the CS is presented without the UCS, eventually CR dies out

94
Q

spontaneous recovery

A

after extinction occurs, if you wait long enough and reintroduce the CS, the CR reappears (often briefly and weakly)

95
Q

higher-order conditioning

A

creating a second conditioned stimulus

96
Q

conditioned emotional resopnse

A

emotional responses can be conditioned the same way as physical responses

97
Q

Thorndike’s Law of Effect

A

if an event is followed by a pleasant consequence it will tend to be repeated. if an event is followed by an unpleasant consequence, it will tend to not be repeated

98
Q

operant conditioning

A

the kind of conditioning that happens with voluntary behavior

99
Q

principles of operant conditioning

A

(1) operant conditioning depends upon developing voluntary behavior; (2) reinforcement is essential; (3) primary and secondary; and (4) positive and negative

100
Q

4 operant conditioning concepts

A

shaping, extinction, generalization, and spontaneous recovery

101
Q

shaping

A

small steps toward some ultimate goal are reinforced until the goal itself is reached

102
Q

extinction

A

involves the removal of the reinforcement

103
Q

generalization

A

when stimuli similar to the conditioned stimuli, trigger similar responses

104
Q

spontaneous recovery

A

the reoccurance of a conditioned behavior after extinction

105
Q

3 reinforcement schedules

A

(1) variable ratio schedule of reinforcement; (2) variable interval schedule of reinforcement; and (3) partial reinforcement effect

106
Q

variable ratio schedule of reinforcement

A

the number of responses prior to reinforcement changes every time

107
Q

variable interval schedule of reinforcement

A

the interval of time between when the organism responds and is reinforced varies

108
Q

partial reinforcement effect

A

behaviors that are rewarded only some of the time are more resistant to extinction

109
Q

punishment

A

any event or stimulus, that when following a response, causes that response to be less likely to happen again

110
Q

types of punishment

A

punishment by application, punishment by removal, and difference between punishment and negative reinforcement

111
Q

latent learning

A

learning that occurs but is not demonstrated until the organism is motivated to demonstrate it

112
Q

learned helplessness

A

the tendency to refuse to escape from a negative situation because of a history of repeated failures

113
Q

insight learning

A

the sudden perception of relationships that allows a problem to be suddenly solved

114
Q

observational learning

A

learning that can take place without actual performance

115
Q

Cognition

A

mental information that goes on in the brain when a person is organizing and attempting to understand information and communicating information to others

116
Q

components of cognition

A

mental images, concepts, heuristics, and problem solving

117
Q

mental images

A

every word heard is associated with an image in the mind

118
Q

Concepts

A

start to group things or organize things into a class of objects (groups or categories)

119
Q

Heuristics

A

rule of thumb or educated guess; quick way to do problem solving

120
Q

problem solving

A

final part of the process; where you go to organize and communicate

121
Q

Albert Bandura

A

wanted to understand why abuse carries on from generation to generation

122
Q

Walter Mischel

A

studied the importance of environmental exposure to learning; found that situational variable affected problem solving

123
Q

reciprocal determinism

A

personality is determined by the give and take interaction of three factors: behavior, environment, and personal/cognitive factors; came out of Bandura’s work

124
Q

personal learning variables

A

competencies, encoding strategies and personal constructs, expectancies, subjective values, and self-regulatory systems and plans

125
Q

observational learning

A

attentional, retentional, motor reproduction, and motivational

126
Q

self-regulated behavior

A

performance standards; self-efficacy: a person’s perception of how effective a given behavior will be in any particular circumstance; moral conduct; and delay gratification

127
Q

Humanistic Perspective

A

focuses upon things that make people uniquely human–such as emotion and the ability to choose; human beings are always striving for growth and fulfillment

128
Q

Abraham Maslow

A

believed traditional psychology concentrated on only the dark, negative, sick, and animalistic aspects of humans; said that if we want to discover the best in humans, we have to study the best humans–so he focused on “exceptional” subjects

129
Q

Humanistic Psychology

A

designed to focus on the positive aspects and provide a more balanced picture of human personality

130
Q

reductive-analytic approach of traditional psychology

A

reduces humans to a collection of habits and conflicts

131
Q

holistic-analytic approach of humanism

A

studies the person as a thinking and feeling totality; driven by the fullfillment of needs through choice, not as a puppet of the environment

132
Q

principles of humanistic psychology

A

the primary study of psychology should be the experiencing person; choice, creativity, and self-realization, rather than mechanistic reductionism, are the concern of the humanistic psychologist; only personally and socially significant problem should be studied; the major concern of psycholgy should be the dignity and enhancement of people

133
Q

self-concept

A

our ideas about ourselves as reflected to us by others through their words and actions

134
Q

real self

A

our evaluations of our characteristics, traits, and abilities

135
Q

ideal self

A

our perceptions of what we should be or would like to be

136
Q

unconditional positive regard

A

feeling loved and supported unconditionally

137
Q

fully funcitoning person

A

a person in the process of self-actualizing who actively explores potentials, abilities, and experiences a match between real and ideal selves

138
Q
A

Carl Rogers’ Theory

139
Q
A

Abraham Maslow Theory

PSY-150 (3 decks)

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