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Psych Exam 1
| Term | Definition |
|---|---|
| Behaviorism | Modern perspective that focuses on observable behavior |
| Case Study | Detailed Investigation of one subject. Provides information that can't be applied to other cases. |
| Control Group | Group that is not exposed to the independent variable |
| Experimental Group | Group that is exposed to the change that the independent variable represents |
| Experiment | The only method that allows researchers to determine the |
| Functionalism | Focuses on how the mind allows people to adapt, live, work, and play |
| Gestalt Psychology | Focuses on perception and sensation, particularly paterns and whole figures |
| Goals of Psychology | Describe, explain, predict, and control |
| Hypothesis | Tentative explanation of a phenomenon based oon observations |
| Independent Variable | Variable that is manipulated in an experiment |
| Correlation | A measure of the relationship between two variables |
| Dependent Variable | Variable that is the measurable response of participants |
| Ivan Pavlov | Behavioralist- classical conditioning and involuntary reactions |
| John B Watson | Believed all behavior is learned via experience. Little Albert experiment with animals and loud noises. |
| Laboratory Observation | Watching organisms in an artificial but controlled situation |
| Naturalistic Observation | Watching organisms in their natural environment |
| Psychodynamic | Modern perspective which focuses on the unconscious and early development, specifically the development of a sense of self and interpersonal relationships |
| Humanistic | Modern perspective that people have the freedom to choose their own destiny |
| Cognitive | Modern perspective that focuses of thought processes; inces; memory, intelligence, perception, problem solving, and learning |
| Sociocultural | Modern perspective that focuses on the relationship between social behavior and culture. How do we behave with ourselves vs with others? |
| Biopsychosocial | Modern perspective that attributes behavior and mental events to biological factors such as hormones, heredity, and brain chemicals |
| Evolutionary | Modern perspective used to explain mental traots a as adaptations used to survive |
| Scientific Method | A system for reducing bias and error in the measurement of data |
| Objective introspection | A way to systemically and objectively study ones own thoughts and mental activities |
| Observer Bias | Tendency for observers to see what they expect |
| Observer Effect | Tendency for people to behave differently when they know they're being observed |
| Placebo Effect | Expectations and biases of participants that can eaffect their behavior |
| Psychology | The scientific study of behavior and mental procwsses |
| Representative Sample | Randomly selected sample of subjects from a larger populations of subjects |
| Sigmund Freud | Neurologist in Austria who focused on unconscious and early childhood development. No scientific approach Believed that the unconscious mind is the key to who we are. |
| Structuralism | Idea by Edward Tichener, thought that to understand the mind you had to understand its parts. |
| Wilhelm Wundt | He studied the nonphysical structure of the mind, made a psych a science through objective introspection, first attempt and bringing objectivity and measurement to psych, spread the idea |
| Accomodation | The alteration or adjustment of old schemas to include new information |
| Adolescence | Period of life from the onset of puberty to adulthood. |
| Assimiliation | The incorporation of new information into existing schma |
| Attachment | The emotional bond between an infant and the primary caregiver |
| Secure attachment | Child uses caregiver as secure base, upset when parent leaves them but easily soothed. Willing to explore environments with the caregiver there |
| Avoidant attachment | Little to reaction to mother's exit, return, or presence |
| Ambivalent attachment | Upset when mother leaves, wants picked up but denies any comfort/can't be soothed. Mixed feelings |
| Disorganized-Disoriented attachment | Fearful, sad/dazed, no clear pattern of response, often associated with abuse/neglect |
| Conservation | A child's understanding that changing the appearance of an object does not change its nature. |
| Egocentrism | The inability to see the world through anyone else's eyes |
| Human Development | The study of changes in people from conception to death |
| Longitudinal Design | 1 group of people studied repeatedly over a period of months or years |
| Cross-Sectional Design | Subjects from different ages are studied at same time |
| Cross-Sequential Design | Subjects from different ages are studied repeatedly over a period of months or years |
| Lawrence Kohlberg | Developed a theory for how moral thinking develops |
| Preconventional Morality | Behavior is governed by consequences for the decision-maker. |
| Conventional Morality | Behavior is governed by conforming to society norms of behavior |
| Postconventional Morality | Behavior is governed by moral principles decided by the individual. |
| Cooing | 2 month stage of language development (oos and aas) |
| Babbling | 6 month stage of language development (vowel sounds combine w/ consonants) (dadadada or mamamama) |
| Holophrases | 1 year old phase of language development. Real words, typically single nouns. One word represents larger thoughts |
| Telegraphic Speech | 1.5 year old stage of language development fewer words to convey larger thoughts (Mommy go) |
| Whole Sentences | Preschool stage of language development |
| Sensorimotor Stage | (birth-2 y/o) first stage of Piaget's theory of cognitive evelopment in which children use their sense and motor abilities to learn about the world around them |
| Preoperational Stage | (2 y/o-7 y/o) 2nd stage of Piaget theory. Children are capable of moving around their environment without having to rely on their sense and motor abilities. Lack of logical thought, egocentrism, and lack of conservation |
| Concrete Operational Stage | (7 y/o- 12 y/o) 3rd stage of Piaget theory which is characterized by the capability of conservation and reversible thinking. |
| Formal Operational Stage | (12 y/o-adulthood) 4th and final stage of Piaget theory. Children become capable of abstract reasoning and hypothetical thinking |
| Germinal Preg Stage | first 2 weeks after fertilization, zygote moves down uterus and begins to implant in the lining. Placenta and umbilical cord develop |
| Embryonic Preg Stage | period 2-8 weeks after fertilization, major organs and structures begin to develop. embryo now attached to uterus lining |
| Fetal Preg Stage | 8 weeks after fertilization, until baby is born |
| Scaffolding | A more skilled learner gives help to a less skilled child. |
| Schema | A mental concept formed through experience with objects and events |
| Touch | Most well-developed sensory system at birth |
| Smell and Taste | Well-developed at birth |
| Hearing | Functional at birth, but not fully developed |
| Vision | Least developed, rods are functional but cones about 6 months to develop |
| Strange Situation | Mary Ainsworth designed situation where child is alone in room with a stranger |
| Temperament | behavioral and emotional characteristics that aere fairly well established at birth |
| easy temperament | regular in their schedule, adaptable to change, easily soothed, and happy disposition |
| difficult temperament | hard to establish schedules, don't adapt to change well, and irritable/crabby |
| slow to warm up temperament | needs time to acclimate to new situations |
| teratogen | factor that can cause birth defect (most common caffeine, alcohol, nicotine) |
| action potential | the release of neural impulse creating a sudden change in electrical charge |
| afferent neurons | Sensory neurons; receive pain |
| efferent neurons | Responds to pain receptors; tells body to move away |
| interneurons | connectors; allows afferent neurons to communicate with efferent neurons |
| antagonist | chemical substance that blocks or reduces the effect of a neurotransmitter |
| agonist | chemical substance that mimics or enhances the effects of a neurotransmitter |
| amygdala | part of limbic system that controls emotions; specifically fear |
| thalamus | relay center of limbic system; receives info from senses and decides where to send it |
| hypothalamus | part of limbic system that controls hunger, thirst, sleep, sexual drive, sleeping and waking, emotions, and pituitary gland |
| hippocampus | part of limbic system; plays a role in storing memory |
| cingulate cortex | part of limbic system; emotional and cognitive responding |
| limbic system | group of several brain structures located under the cortex involved in learning, emotion, memory, and motivation |
| autonomic nervous system | part of peripheral nervous system which controls involuntary movements; sympathetic (fight or flight) system and parasympathetic (rest and digest) system |
| peripheral nervous sytem | nerves and neurons that are not contained in the brain and spinal cord |
| somatic nervous system | consists of nerves that carry info from the senses to the CNS and from the CNS to the voluntary muscles of the body |
| central nervous system | consists of the brain and spinal cord |
| brain | stores and interprets info, sends signals to organs |
| spinal cord | bundle of neurons that carries messages between the body and the brain and is responsible for very fast, life-saving reflexes |
| Broca's area | left FRONTAL lobe, close to temporal lobe. devoted to smooth and fluent speech production. know what they want to say but can't produce it |
| Wernicke's area | left TEMPORAL lobe, speak fluently but say wrong words |
| cerebellum | controls and coordinates involuntary motor movement |
| reticular formation | general attention, alertness, and arousal |
| medulla | life sustaining functions; breathing swallowing, and heart rate where nerves transfer from left to right side of brain |
| pons | bridge between the upper and lower part of the brain; involved in coordinating movement on the left and right side of the body; influences sleep, dreaming and arousal |
| cortex | outer covering of the brain - responsible for higher thought processes and interpretation of sensory input |
| glial cells | provide support for and deliver nutrients to neurons, produce myelin, clean up waste & dead neurons, and influence generation of new neurons |
| corpus callosum | band of neurons that connects the left and right cerebral hemispheres |
| frontal lobe | contains motor cortex, in charge of higher mental functions (planning, language, complex decision making) |
| occipital lobe | base cortex/back of brain, contains visual cortex, processes and interprets visual information, |
| parietal lobe | top of back half, somato sensory cortex, sense of touch (pain, temp), body position, movement |
| temporal lobe | bottom of back (just behind temple) primary auditory cortex, processes auditory information and language |
| lesioning | using electric current to destroy targeted brain cells |
| mapping structure | cT or MRI; focuses on visualizing physical aspects of the brain |
| brain stimulation | seeing how the brain will react to things using invasive or noninvasive techniques |
| mapping function | EEG, PET, or fMRI; focuses on how the brain functions |
| nervous system | a network of cells that carries information to and from all parts of the body |
| resting potential | state of a neuron when not firing a neural impulse |
| neural impluse | electrical charge that travels along the membrane of a neuron |
| neurotransmitter | chemical found in the synaptic vesicles that have effect on the next cell when released |
| synaptic vesicles | saclike structures inside of synaptic knob (axon terminal) that contain chemicals (neurotransmitters) |
Created by:
mrea22
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