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Unit 1 Vocabulary
| Word | Definition |
|---|---|
| Psychology | The scientific study of behavior and mental processes. |
| Socrates | Concluded that the mind is separable from the body and continues after the body dies, and that knowledge is innate-born with us. |
| Aristotle | Student of Plato which developed a theory that the soul is not separable from the body, and that the same holds good of particular parts of the soul. Also that knowledge is not preexisting, but grows from experience overtime. |
| Descartes | Came up with the psychological idea of the existence of innate ideas in the mind's being is entirely distinct from the body and able to survive its death. |
| John Locke | Thought that the mind was a blank slate at birth. Also thought that the human understanding, from its peculiar nature, easily supposes a greater degree of order and equality in things than it finds. Also he believed that all superstition is much the same |
| Empircism | The view that knowledge originates in experience and that science should rely on observation and experimentation. |
| William Wundt | A middle aged professor who created an experimental apparatus. |
| Structuralism | An early school of psychology that used introspection to explore the elemental structure of the human mind. |
| Functionalism | A school of psychology that focused on how mental and behavior processes function- how they enable the organism to adapt, survive, and flourish |
| William James | A legendary teacher-writer who thought that thinking was adoptive since it contributed to ancestral survival. |
| Mary Whiton Calkins | A distinguished memory researcher, student of William James, and the American Psychological Association's first female president. |
| Margaret Floy Washburn | First female to receive a Ph.D in psychology who wrote an influence book, The Animal Mind. |
| Charles Darwin | Studied behavior of animals in hopes to find patterns of human behavior. |
| Sigmund Freud | Developed an influential theory of personality. |
| John Watson | Dismissed introspection and redefined psychology as the scientific study of observable behavior. |
| B.F. Skinner | A behaviorist who believes one cannot observe a sensation, feeling, or thought, but can observe people's behavior. |
| Behaviorism | The scientific study of behavior. |
| Humanistic psychology | Historically significant perspective that emphasized the growth potential of healthy people; used personalized methods to study personality in hopes of fostering personal growth. |
| Evolutionary psychology | How the natural selection of traits promotes the perpetuation of one's genes. |
| Gestalt psychology | The study of emphasized tendencies to integrate pieces of information into meaningful wholes. |
| Psychodynamic psychology | How behavior springs from unconscious drives and conflicts. |
| Cognitive psychology | How we encode, process, store, and retrieve information. |
| Socio-cultural psychology | How behavior and thinking Cary across situations and cultures. |
| Behavior genetics perspective | How much our genes and our environment influence our individual difference. |
| Neuroscience perspective | How the body and brain enable emotions, memories, and sensory experiences. |
| levels of analysis; biopsychosocial approach | The differing complementary views, from biological to psychological to social-cultural, for analyzing any given phenomenon. An integrated perspective that incorporates biological, psychological, and social-cultural levels of analysis, |
| Applied research | Scientific study that aims to solve practical problems. |
| Industrial/organizational psychologists | Study and advise behavior in the workplace. |
| Counseling psychologists | Help cope with challenges by realizing their strengths and resources. |
| Clinical psychologists | Assess and treat mental emotional, and behavior disorders. |
| Biological psychologists | Exploring links between brain and mind. |
| Cognitive psychologists | Experimenting how we perceive, think, and solve problems. |
| Personality psychologists | Investigate one's persistent traits. |
| Social psychologists | Explore how we view and affect one another. |
| Developmental psychology | Studying our changing abilities from womb to tomb. |
| Educational psychologists | Study the relationship between our learning, our physical, and social environments. |
| Hindsight bias | The tendency is to believe, after learning an outcome, that one would have foreseen it. |
| Overconfidence | The thought of having seen or solution is 10 sec, when in reality it takes longer. |
| Theory | Explains through an integrated set of principles that organizes and predicts behaviors or events. |
| Hypothesis | A testable prediction, often implied by a theory. |
| Operational definition | A statement of precedures used to define research variables. |
| Replication | Repeating the essence of a research study, usually with different participants in different situations, to see whether the basic finding extends to other participants and circumstances. |
| Case study | Psychologists study one individual in great depth in the hope of revealing things true to us all. |
| Survey | Asks people to report their their behavior or opinions. |
| False consensus effect | The tendency to overestimate others' agreement with us. |
| Population | The whole group you want to study and describe. |
| Random sample | One in which every person in the entire group had an equal chance of participating. |
| Naturalistic observation | Research method which involves watching and recording the behavior of organism in their natural habitat. |
| Correlational studies | A measure of the extent to which two factors vary together, and thus of how well either factor predicts the other. |
| Scatterplots | A graphed cluster of dots, each of which represents the value of two variables. |
| Correlation coefficient | The mathmatical expression of the relationship, ranging from -1 to +1. |
| Illusory correlation | The perception of a relationship where none exist. |
| Experiment | A research method in which an investigator manipulates one or more factors to observe the effect on some behavior or mental processes. |
| Double-blind precedure | An experimental precedure in which both the research participants and the research staff are ignorant about whether the participants have received the treatment or a placebo. |
| Placebo effect | Experimental results caused by the expectations alone; any effect on behavior cause by the administration of an inert substance or condition, which is assumed to be an active agent. |
| Experimental condition | The condition of an experiment that exposes participants to the treatment, that is, to one version of the independent variable. |
| Control condition | The condition of an experiment that contrasts with the experimental condition and serves as a comparison for evaluating the effect of the treatment. |
| Random assignment | Assigning participants to experimental and control conditions by chance, thus minimizing preexisting differences between those assigned to the different groups. |
| Independent variable | The experimental factor that is manipulated; the variable whose effect is being studied. |
| Dependent variable | The outcome factor; the variable that may change in response to manipulations of the independent variable. |
| Measures of central tendency | A single score that represents a whole set of scores. |
| Standard deviation | A computed measure of how many scores vary around the mean score. |
| Statistical significance | A statistical statement of how likely it is that an obtained result occurred by chance. |
| Confounding variables | An extraneous variable in a statistical model that correlates with both the dependent and independent variable. |
| Descriptive statistics | Statistics used to observe and record behavior. |
| Inferential statistics | One's group average score intelligence could conseivably differ from another not because of any real chance fluctuations. |
Created by:
BFFsrule2012
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