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Psychology Final- 4
Terms and Names for Psych Final
| Question | Answer |
|---|---|
| Abraham Maslow | created the hierarchy of needs, used to understand human needs; self-actualization, esteem, love/belonging, safety, and physiological |
| Albert Bandura | social cognitive theory; people do not learn new behaviors solely by trying them and either succeeding or failing, but rather, the survival of humanity is dependent upon the replication of the actions of others |
| Alfred Binet | invented the first intelligence test, known as the IQ test, initial goal was to determine what students in a school setting needed added assistance |
| B.F. Skinner | social psychologist, introduced ideas adding to operant conditioning, that is the law of effect- rewarded behavior is likely to recur... |
| Carl Rogers | humanistic approach to psychological research, aimed to understand personalities and human relations (client-centered therapy and student centered learning) |
| Charles Spearman | psychological statistics and factor analysis... believed we had one general intelligence (g)-- this was a common skill set that was believed to underlie all intelligence. |
| Edward Thorndike | theory of 'social intelligence' ability to comprehend social situations well, led to the idea of 'emotional intelligence' which includes; perceiving emotions, understanding emotions, managing emotions, using emotions to enable adaptive/creative thinking |
| Erik Erikson | "ego psychologist" studying the stages of development, spanning the entire lifespan. Each of Erikson's stages of psychosocial development is marked by a conflict for which successful resolution will result in a favourable outcome |
| Hermann Rorshach | This test was reportedly designed to reflect unconscious parts of the personality that "project" onto the stimuli. In the test individuals are shown 10 inkblots, one at a time, and asked to report what objects or figures they see in each of them.[ |
| Howard Gardner | MULTIPLE MAN-viewed intelligence as multiple abilities-skills, theory of multiple intelligences states not only do human beings have several different ways of learning and processing information, but these methods are relatively independent of one another |
| Ivan Pavlov | concept for which Pavlov is famous is the "conditioned reflex" (or in his own words the conditional reflex... over time, dog will later come to associate the ringing of the bell with the presentation of the food and salivate upon the ringing of the bell |
| Jean Piaget | defined himself as a 'genetic' epistemologist, interested in the process of the qualitative development of knowledge. 4 stages of development; Sensorimotor stage, Preoperational stage, Concrete operational stage, Formal operational stage |
| John B. Watson | animal behavior, child rearing, and advertising "Little Albert" experiment was to show how principles of, at the time recently discovered, classical conditioning could be applied to condition fear of a white rat into "Little Albert", an 11-month-old boy. |
| L.L. Thurstone | opponent of Charles Spearman, believed in specific intelligences tested to determine intelligence in one of seven clusters (word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory) |
| Lawrence Kohlberg | theory of stages of moral development; holds that moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor... |
| Siegmund Freud | psychoanalysis. Freud proposed that the human psyche could be divided into three parts: Id, ego and super-ego. |
| Stanley Milgram | social psychology, obedience to authority test, subjects asked to shock person who answered wrong, despite resistance... listened to leader of test |
| Wilhelm Wundt | able to explore the nature of religious beliefs, identify mental disorders and abnormal behavior, and find damaged parts of the brain. In doing so, he was able to establish psychology as a separate science from other topics |
| William James | first educator to offer a psychology course in the United States, James–Lange theory of emotion = We see a bear and run, consequently we fear the bear. Our mind's perception of the higher adrenaline level, heartbeat, etc., is the emotion. |
| Gardners Eight Intelligences | linguistic, logic-mathematical, musical, spatial, bodily/kinesthetic, interpersonal, intrapersonal, and naturalistic. |
| Piagets Stage; Formal operational stage | from age eleven to sixteen and onwards (development of abstract reasoning). Children develop abstract thought and can easily conserve and think logically in their mind. |
| Piagets Stage; Concrete operational stage | from ages seven to eleven (children begin to think logically but are very concrete in their thinking). Children can now conserve and think logically but only with practical aids. They are no longer egocentric. |
| Piagets Stage; Preoperational stage | from ages two years to seven (magical thinking predominates; motor skills are acquired). Egocentrism begins strongly and then weakens. Children cannot conserve or use logical thinking. |
| Piagets Stage; Sensorimotor stage | from birth to age two. The children experience the world through movement and their five senses. During the sensorimotor stage children are extremely egocentric, meaning they cannot perceive the world from others' viewpoints. |
| Kohlbergs Moral Development Stages | Pre-Conventional; Obedience and punishment orientation, Self-interest orientation Conventional; Interpersonal accord and conformity, Authority and social-order maintaining orientation Post-Conventional; Social contract orientation, Universal ethics |
| Psychoanalysis | basic tenets; development is determined by events in early childhood, behavior, experience, and cognition from irrational drives, largely unconscious, conflicts b/w con/uncon =mental disturbances, |
| neuron | a nerve cell; basic building block of the nervous system |
| dendrites | a neurons bushy, branching extensions that receive messages and conduct impulses towards the cell body |
| axon | the neuron extension that passes messages through its branches to other neurons or to muscles/glands |
| myelin sheath | a fatty tissue layer segmentally encasing the axons...creates faster transmission speed as neural impulse jump from one node to the next |
| action potential | a neural impulse; a brief electrical charge that travels down an axon |
| threshold | the level of stimulation required to trigger a neural impulse |
| synapse | the junction between the axon tip of the sending neuron and the dendrite or cell body of the receiving neuron |
| neurotransmitters | chemical messengers that cross the synaptic gaps between neurons |
| reuptake | a neurotransmitters reabsorption by the sending neuron |
| endorphines | 'morphine within' natural, opiatelike neurotransmitters linked to pain control and pleasure |
| nervous system | the bodies speedy, electrochemical communication network, consisting of all the nerve cells of the PNS and CNS |
| central nervous system (CNS) | the brain and spinal cord |
| peripheral nervous system (PNS) | the sensory and motor neurons that connect the central nervous system to the rest of the body |
| somatic nervous system | the division of the peripheral nervous system that controls the bodies skeletal muscles |
| autonomic nervous system (ANS) | the part of the peripheral nervous system that controls the glands and the muscles of the internal organs (such as the heart) |
| sympathetic nervous system | the division of the autonomic nervous system that arouses the body, mobilizing its energy in stressful situations |
| parasympathetic nervous system | the division of the autonomic nervous system that calms the body, conserving its energy. |
| endocrine system | the bodies 'slow' chemical communication system; a set of glands that secrete hormones into the blood stream |
| brainstem | the oldest part and central core of the brain, beginning where the spinal cord swells as it enters the skull; necessary for automatic survival functions |
| medulla | the base of the brainstem, controls heartbeat and breathing |
| thalamus | the brains sensory switchboard, located on top of the brain stem; directs messages to the sensory receiving areas in the cortex and transmits replies to the cerebellum and medulla |
| reticular formation | a nerve network that travels through the brainstem and plays an important role in controlling arousal |
| cerebellum | the "little brain" at the rear of the brain stem; functions include processing sensory input and coordinating movement output and balance |
| limbic system | neural system (including hippocampus (memory), amygdala, and hypothalamus) located below the cerebral hemispheres; associated with emotions and drives |
| amygdala | two lima-bean-sized neural clusters in the limbic system, linked to emotions |
| hypothalamus | a neural structure lying below the thalamus; it directs several maintenance activities (eating, drinking, body temperature) helps govern endocrine system via pituitary gland, and is linked to emotion/ reward |
| glial cells (glia) | cells in the nervous system that support, nourish, and protect neurons... may also play a role in learning and thinking |
| frontal lobes | portion of cerebral cortex lying just behind the forehead; involved in speaking and muscles movements... making plans and judgments |
| parietal lobes | portion of the cerebral cortex lying at the top of the head and near the rear; receives sensory input for touch and body position |
| occipital lobes | portion of the cerebral cortex lying at the back of the head; includes areas that receive information from visual fields |
| temporal lobes | portion of the cerebral cortex lying roughly above the ears; includes the auditory areas, each receiving information primarily from the opposite ear. |
| sensory cortex | area at the front of the parietal lobes that registers and processes body touch and movement sensations |
| association areas | areas of the cerebral cortex that are not involved in primary motor or sensory functions; they are involved in higher mental functions such as learning, remembering, thinking, and speaking |
| plasticity | the brains ability to change, especially during childhood, by reorganizing after damage or building new pathways based on experiences |
| corpus callosum | the large band of neural fibers connecting the two brain hemispheres and carrying messages between them. |
Created by:
mcquilland
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