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Psych Exam 1
| Question | Answer |
|---|---|
| Explanations | Describes how constructs (intermediate mechanisms and causes) relate to each other to lead to an outcome/behavior. |
| Evidence | Data from experiments used to support explanations. Explanations with evidence are much stronger than explanations without evidence |
| What factors make up the causal model for the theory of planned behavior? | Attitudes, Norms, and Perceived Behavioral control it then goes to the box of intent to do behavior |
| What are the key steps to thinking like a psychologist? | focus on the outcome. focus on what causes the outcome (explain it/theory) compare diff explanation/theories use explanations/theories to decide how to help people/make recs evaluate whether parts of the explanation are supported by evidence |
| What do the first two steps of the thinking like a psychologist chart mean? | the first two steps help you understand the causes or explanation |
| what do the second set of steps of the thinking like a psychologist chart mean? | the second steps help you learn to use and evaluate the theory or explanation |
| what is the correlation language to "leads to" | is related to |
| what is the correlational language to "causes" | is correlated with |
| what is the correlational language to improves/decreases/impacts/reduces | is associated with |
| what is a descriptive research method? | to observe and record behavior. this is conducted by case studies, surveys, naturalistic observations |
| what is a correlation research method? | to detect naturally occurring relationships; to assess how well one variable predicts another. this is conducted by computing statistical association and strength and direction |
| what is an experimental research method? | to determine cause-effect relationships. this is conducted by manipulating one or more factors; randomly assign some to control group |
| what is a weakness of a descriptive research method? | there's no control of variables; single cases might be misleading |
| what is a weakness of a correlation research method? | it doesn't specify cause-effect; one variable predicts another but this does not mean one causes the other |
| what is a weakness of an experimental research method? | it sometimes not possible for practical or ethical reasons; results may not generalize to other contexts |
| what is random assignment? | its like using a bag of pink numbered sheets to put you in conditions based on chance |
| what is random selection? | its using the change to get participants into the study itself |
| Why is random assignment important? | we can make causal conclusions |
| why are participant decided important? | they decide their condition, we cant determine the precise causal. can only say the conditions were different |
| what are the steps in sensory? | sensory neurons interneurons motor neurons |
| what are the steps in electrical charges? | resting potential threshold depolarization action potential repolarization hyperpolarization resting potential |
| what are the steps in the nose looking diagram? | neurotransmitters presynaptic terminals vesicles receptors postsynaptic terminals synapse |
| what does the hypothalamus control? | brain region controlling the pituitary gland |
| pituitary gland | secretes many different hormones, some of which affect other glands |
| thyroid gland | affects metabolism |
| parathyroids | helps regulate the level of calcium in the blood |
| adrenal glands | inner part helps trigger the fight-or-flight reponse |
| pancreas | regulates the level of sugar in the blood |
| frontal lobe | consciousness. is involved in speaking and muscle movements, making plans and judgements |
| parietal lobe | movement and stimulus perception; receives sensory input for touch and body position |
| occipital lobe | includes areas that receive information from the visual fields |
| temporal lobe | includes the auditory areas, each receiving information primarily from the opposite ear (speech recognition) |
| attention failure | loss before short term memory |
| encoding failure | due to lack of encoding/elaboration (no or weak memory in LTM) |
| retrieval failure | due to poor cues do not activate memory (Still in LTM) |
Created by:
anaelc
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