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View that psych 1) should be an objective science that 2) studies behavior without reference to mental processes.
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Type of psych that emphasized the growth potential of healthy people and the individual's potential for personal growth.
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PSY 101 Final
Professor Lucas' Cumulative Final - David Myers Psychology 9th Edition
| Question | Answer |
|---|---|
| View that psych 1) should be an objective science that 2) studies behavior without reference to mental processes. | Behaviorism |
| Type of psych that emphasized the growth potential of healthy people and the individual's potential for personal growth. | Humanistic Psychology |
| Interdisciplinary study of the brain activity linked with cognition. | Cognitive Neuroscience |
| Cognitive Neuroscience includes these 4 things: P, T, M, & L. | Perception, thinking, memory, language. |
| Science of mental processes and behavior. | Psychology |
| Longstanding controversy over the contributions that _______ and experience make to the development of psychological traits and ________. | Nature Nurture Issue: genes;behaviors |
| Differing complementary views for analyzing any given phenomenon. | Levels of Analysis |
| What are the 3 levels of analysis? | Biological, psychological, social-cultural. |
| Integrated perspective incorporating biological, psychological, and social-cultural levels of analysis. | Biopsychosocial Approach |
| Pure science that aims to increase scientific knowledge base. | Basic Research |
| Scientific study aiming to solve practical problems. | Applied Research |
| _____ psychology studies, assesses and treats people with psychological disorders. | Clinical Psychology |
| Branch of medicine dealing w/ psychological disorders, practiced by physicians who can provide medical treatment and psychological therapy. | Psychiatry |
| Tendency to believe, after learning an outcome, that one would have foreseen. "I knew it all along" phenomenon. | Hindsight Bias |
| Thinking that doesn't blindly accept arguments and conclusions. (Examines assumptions, discerns hidden values, evaluates evidence, assess conclusions) | Critical Thinking |
| Explanation using integrated set of principles that organizes observations and predicts behaviors or events. | Theory |
| Testable prediction, often implied by a theory. | Hypothesis |
| Statement of procedures used to define research variables. | Operational Definition |
| The fact that human intelligence may be operationally defined as what an intelligence test measures is an example of?: | Operational Definition |
| Repeating a research study w/ different participants in different situations to see if the basic finding extends to other participants and circumstances. | Replication |
| All the cases in a group being studied, from which samples may be drawn. | Population |
| Sample fairly representing a population b/c each member has an equal chance of inclusion. | Random Sample |
| Observing behavior in naturally occurring situations without trying to manipulate/control the situation. | Naturalistic Observation |
| Measure of the extent two factors vary together, and thus how well each factor predicts the other. | Correlation |
| Perception of a relationship where none exists. | Illusory Coefficient |
| Research method where an investigator manipulates factors to observe the effect on some behavior or mental process. | Experiment |
| Experimental results caused by expectations alone; caused by the administration of an inert substance, where recipient assumes is an active agent. | Placebo Effect |
| Group exposed to treatment in an experiment. | Experimental Group |
| Group not exposed to treatment. | Control group |
| Experimental factor manipulated, whose effects is being studied. | Independent Variable |
| Outcome factor; variable that changes in response to manipulations. | Dependent Variable |
| Most frequently occurring score in a distribution. | Mode |
| Computed measure of how much scores vary around the mean score. | Standard Deviation |
| Bell-shaped curve, where most scores fall near the average and fewer toward the extremities. | Normal Curve |
| Enduring behaviors/ideas/attitudes/traditions shared by a large group of people generation to generation. | Culture |
| Branch of psych concerned w/ links between biology & behavior. | Biological Psych |
| Nerve cell; basic building block of the nervous system. | Neuron |
| _____ ______ carry incoming info from sensory receptors to brain & spinal cord. | Sensory Neurons |
| ____ _____ carry outgoing info from brain and spinal cord to muscles and glands. | Motor Neurons |
| ______ are within the brain and spinal cord that communicate internally and intervene between sensory inputs and motor outputs. | Interneurons |
| branching extensions of neurons that receive messages and conduct impulses toward the cell body. | Dendrite |
| Extension of neuron ending in branching terminal fibers through which messages pass to other neurons/muscles/glands. | Axon |
| Layer of fatty tissue around many neurons, enabling vastly greater transmission speed of neural impulses, as impulse goes from node to node. | Myelin Sheath |
| Neural impulse; brief electrical charge that travels down an axon. | Action Potential |
| Level of stimulation required to trigger a neural impulse. | Threshold |
| Between the axon tip of the sending neuron and the dendrite/cell body receiving neuron. | Synapse |
| Chemical messengers that travel synaptic gap between neurons. Determine whether a neuron will generate a neural impulse. | Neurotransmitters |
| Neurotransmitter's reabsorption by the sending neuron. | Re-uptake |
| Central Nervous System is made up of: | brain and spinal cord. |
| Sensory and motor neurons connecting CNS to the rest of the body. | Peripheral Nervous System |
| Bundled axons connecting CNS w/ muscles/glands/sense organs. | Nerves |
| Division of peripheral nervous system controlling body's skeletal muscles. | Somatic Nervous System |
| Division of peripheral nervous system controlling glands & muscles of internal organs. Sympathetic division; arouses, Parasympathetic division; calms. | Autonomic Nervous System |
| Arouses | Sympathetic Nervous System |
| Calms | Parasympathetic Nervous System |
| Body's chemical comm system; set of glands secrete hormones into bloodstream. | Endocrine System |
| Pair of endocrine glands just above the kidneys - help arouse body in times of stress. | Adrenal Glands |
| Regulates growth & controls endocrine glands. Influenced by hypothalamus. Most influential gland in endocrine system. | Pituitary Gland |
| Oldest part/central core of brain, responsible for automatic survival functions. | Brainstem |
| Controls heartbeat + breathing; at base of brainstem. | Medulla |
| Nerve network in brainstem - controls arousal. | Reticular formation |
| On top of brainstem - directs messages of sensory receiving areas in cortext & transmits replies to cerebellum & medulla. | Thalamus |
| "Little brain" at rear of brainstem - processes sensory input + coordinating movement output/balance. | Cerebellum |
| Neural system between cerebral hemispheres - emotions and drives. | Limbic System |
| Linked to emotion. | Amygdala |
| Below thalamus - directs maintenance activities (eating/drinking/temperature), linked to emotion + reward. | Hypothalamus |
| Interconnected neural cells covering cerebral hemis; body's ultimate control/info processing center. | Cerebral Cortex |
| Involved with speaking, muscle movement, making plans/judgements - just behind forehead. | Frontal Lobes |
| Receives sensory input for touch + body position - top of the head towards rear. | Parietal Lobes |
| Receive info from visual fields - back of the head. | Occipital Lobes |
| Includes auditory areas - above ears. | Temporal Lobes |
| Controls voluntary movements - rear of frontal lobes. | Motor Cortex |
| Registers and processes body touch and movement sensations - at front of parietal lobes. | Sensory Cortex |
| Involved in higher mental functions (learning/remembering/speaking/thinking), not primary motor sensory functions. | Association Areas |
| Band of neural fibers connecting 2 brain hemis - carries messages between them. | Corpus Callosum |
| Awareness of ourselves and our environment. | Consciousness |
| Interdisciplinary study of brain activity linked with cognition. | Cognitive Neuroscience |
| Failure to see visible objects when attention is directed elsewhere. | Inattentional Blindness |
| Study of relative power + limits of genetic and environmental influences on behavior. | Behavior Genetics |
| All nongenetic influences. | Environment |
| Made of DNA and containing genes. | Chromosomes |
| Biochemical units of heredity making up chromosomes. | Genes |
| Instructions for making an organism - including all genetic material in that organism's chromosomes. | Genome |
| Study of evolution of behavior and the mind. | Evolutionary Psychology. |
| Prescribe proper behavior - understood rule for accepted/expected behavior. | Norm |
| giving priorities to one's own goals over group goals and defining one's identity in terms of personal attributes, not group identifications. | Individualism |
| Priority to goals of one's group. | Collectivism |
| Promotes growth of male sex organs. | Testosterone |
| Expectations about a social position, defining how those in the position should behave. | Role |
| Acquisition of a traditional masculine/feminine role. | Gender Typing |
| We learn social behavior by observing + imitating and by being rewarded/punished. | Social Learning Theory |
| Fertilized egg (_____), develops into an _____. | Zygote;embryo |
| Decreasing responsiveness with repeated stimulation. | Habituation |
| Mental activities associated with thinking/knowing/remembering/communicating. | Cognition |
| Interpreting one's new experience in terms of one's existing schemas. | Assimilation |
| Adapting one's current understandings to incorporate new info. | Accommodation |
| Stage when infants know the world in terms of their sensory impressions/motor activities. (birth-2 years) | Sensorimotor Stage |
| Awareness that things continue to exist even when not perceived. | Object Permanence |
| Stage when child learns to use language but doesn't comprehend operations of concrete logic. (2-6yrs) | Preoperational Stage |
| Preoperational child's difficulty taking another's point of view. | Egocentrism |
| People's ideas about their own + others' mental states - about their feelings/perceptions/thoughts - and the behaviors these might predict. | Theory of Mind |
| Stage when children gain the mental operations that enable them to think logically about concrete events. (7-11yrs) | Concrete Operational Stage |
| Stage when people begin thinking logically about abstract concepts. (12+yrs) | Formal Operational Stage |
| Optimal period shortly after birth when organism's exposure to certain stimuli or experiences produces proper development. | Critical Period |
| Sense that the world is predictable + trustworthy. (Erikson) | Basic Trust |
| Non-reproductive sexual characteristics (female breasts/hips, male voice) | Secondary Sex Characteristics |
| One's sense of self. | Identity |
| Research where same people are restudied/tested over a long period of time | Longitudinal Study |
| One's accumulated knowledge + verb skills, increases w/ age. | Crystallized Intelligence |
| Ability to reason speedily + abstractly; decreases w/ age. | Fluid Intelligence |
| Process of organizing + interpreting sensory info, enabling us to recognize meaningful objs/events. | Perception |
| Analysis beginning w/ sensory receptor and works up to brain's integration of sensory info. | Bottom-Up Processing |
| Info processing guided by higher level mental processes. | Top-Down Processing |
| Often unconscious activation of certain associations, thus predisposing one's perceptions/memory/response. | Priming |
| Principle that to be perceived different, two stimuli must differ by a constant minimum percentage (Difference Threshold). | Weber's LAw |
| Diminished sensitivity as a consequence of constant stimulation. | Sensory Adaptation |
| Light enters through this adjustable opening in the eye. | Pupil |
| Controls the size of the pupil opening. | Iris |
| Changes shape to focus images on the retina. | Lens |
| Light-sensitive inner eye surface (receptor rods + cones + neuron layers that begin processing visual info). | Retina |
| Retinal receptors detecting black/grey/white, necessary for peripheral + twilight vision. | Rods |
| Retinal receptors, center of retina, function in well-lit-conditions, detect fine detail + give rise to color sensations. | Cones |
| Nerve carrying neural impulses from eye to brain. | Optic Nerve |
| Where optic nerve leaves eye, ____ ____ forms. = no receptor cells there. | Blind Spot |
| Central focal point in retina, eye's cones cluster around. | Fovea |
| Theory that opposing retinal processes (red-green, yel-blue, white-black) enable color vision. | Opponent-Process Theory |
| Tube in inner ear where sound waves trigger nerve impulses. | Cochlea |
| Hearing theory that links pitch we here with the place where cochlea's membrane is stimulated. | Place Theory |
| Hearing theory where rate of impulses traveling up auditory nerve matches frequency of tone, enables sense of pitch. | Frequency Theory |
| Sense of body movement + position (balance) | Vestibular Sense |
| illusion of movement created when 2+ adjacent lights blink on/off quickly. | Phi Phenomenon |
| Branch of psych exploring how people interact with machines. | Human Factor Psych |
| Relatively permanent change in an organism's behavior due to experience. | Learning |
| Learning type when one learns to link 2+ stimuli and anticipate events. | Classical Conditioning |
| Learning certain events occur together. | Associative Learning |
| Naturally occurring response to unconditioned stimulus (US). | Unconditioned Response (UR):Salivating when food is in mouth. |
| Stimulus naturally + automatically triggering a response. | Unconditioned Stimulus |
| Learned response to previously neutral (but now conditioned) stimulus (CS). | Conditioned Response (CR) |
| Originally irrelevant stimulus, after association w/ an (US) triggers (CR). | Conditioned Stimulus (CS) |
| In operant conditioning, strengthening of a reinforced response. Also Initial stage in classical conditioning. | Acquisition |
| Tendency for a conditioned response to be triggered by stimuli similar to the conditioned stimulus. | Generalization |
| Learning type in which behavior = strengthened if followed with a reinforcer/diminished if followed by punisher. | Operant Conditioning |
| Behavior operating on environment, producing consequences. | Operant Behavior |
| Thorndike's principle for behaviors followed by favorable consequences to become more likely, & vice-verse. | Law of Effect |
| Innately reinforcing stimuli, exp. one that satisfies a biological need. | Primary Reinforcer |
| Reinforces response after a specified number of responses. | Fixed-Ratio Schedule |
| Reinforces response after unpredictable number of responses. | Variable-Ratio Schedule |
| Reinforces response after specified amount of time. | Fixed-Interval Schedule |
| Reinforces response at unpredictable time intervals. | Variable-Interval Schedule |
| Learning that occurs but not apparent until there's an incentive for it to be demonstrated. | Latent Learning |
| Desire to perform behavior effectively for own sake. | Intrinsic Motivation |
| Desire to perform behavior to receive promised rewards/avoid threatened punishment. | Extrinsic Motivation |
| Observing + imitating specific behavior. | Modeling |
| Tendency for distributed study or practice to yield better long-term retention that is achieved through massed study or practice. | Spacing Effect |
| Memory retention independent of conscious recollection. | Implicit Memory |
| Memory of facts/experiences that one consciously knows. | Explicit Memory |
| Neural center in limbic system that helps process explicit memories for storage. | Hippocampus |
| 1) Retrieve info prev. learned 2) Identify info previously learned | 1) Recall 2) Recognition |
| Tendency to recall experiences consistent w/ one's current good/bad mood. | Mood Congruent Memory |
| Disruption of PRIOR learning on recall of NEW info. | Proactive Interference |
| Disruption of NEW learning on recall of OLD info. | Retroactive Interference |
| A mental image/best example of a category. | Prototype |
| Simple thinking strategy often allowing judgements that solve problems efficiently. | Heuristic |
| Inability to see a problem from new perspective by employing different mental set. | Fixation |
| Smallest distinctive sound unit in language. | Phoneme |
| Smallest unit carrying meaning in language. (Exp. Prefix) | Morpheme |
| Rule set we derive meaning from words/sentences/morphemes. | Semantics |
| Rules enabling us to communicate w/ and understand others. | Semantics |
| Rules for combining words into grammatically correct sentences in a lang. | Syntax |
| Impairment of language. (Damage to: Broca's area (impairing speaking) or Wenicke's area (impairing understanding) | Aphasia |
| Controls language expression. (frontal lobe, directs muscle movements involved w/ speech) | Broca's Area |
| Controls language reception. (Language comprehension + expression, left temporal lobe) | Wernicke's Area |
| Mental quality of abilities to learn from experience/solve problems/use knowledge to adapt to new situations. | Intelligence |
| extent a test measures/predicts what it's supposed to. | Validity |
| Extent a test samples behavior the behavior of interest. | Content Validity |
| Success a test has in predicting the behavior it's designed to predict. | Predictive Validity |
| Predictive Validity is assessed by: | computing the correlation between test scores and criterion behavior. |
| Response of whole organism involving physiological arousal/expressive behaviors/conscious experience. | Emotion |
| Theory that experience of emotion = our awareness of our physiological responses to emotion-arousing stimuli. | James-Lange Theory |
| Theory that an emotion-arousing stimulus simultaneously triggers phys. responses + subjective experience of emotion. | Cannon-Bard Theory |
| Theory that to experience emotion, must be physically aroused + cognitively label the arousal. | 2-Factor Theory |
| Emotional releases. | Catharsis |
| Catharsis hypothesis: Releasing aggressive E does what? | Relieves aggressive urges. |
| Self-perceived happiness/satisfaction w/ life. | Subjective Well-Being |
| Tendency to form judgements relative to a neutral level defined by prior experiences. | Adaptation-Level Phenomenon |
| Perception you're worse off in comparison to those you compare yourself with. | Relative Deprivation |
| Process we perceive & respond to stressors we appraise threatening/challenging. | Stress |
| General Adaptation Syndrome(GAS): concept of body's adaptive response to stress in 3 phases: A, R, E | Alarm, resistance, exhaustion |
| Alleviating stress w/ emotional/cognitive/or behavioral methods. | Coping |
| Indv's characteristic pattern of thinking/feeling/acting. | Personality |
| Id, Ego, or Superego operates as the conscience? | Superego |
| Oral, anal, phallic, latency, genital =? | Psychosexual Stages |
| When id's pleasure-seeking Es focus on distinct erogenous zones. | Psychosexual Stages |
| process children incorporate parents' values into their developing superegos. | Identification |
| Jung -> concept: shared inherited reservoir of memory traces from our species' history. | Collective Unconscious |
| Motivation to fulfill potential. | Self-actualization |
| Attitude of total acceptance toward another person. (Rogers) | Unconditional Positive Regard |
| Characteristic pattern of behavior/disposition to act as assessed by self-report inventories + peer reports. | Trait |
| views behavior as influenced by interaction between people's traits and their social context. |
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