Chapters 1-5, 7-10
Help!
|
|
||||
|---|---|---|---|---|---|
| show | scientific study of behavior and mental processes
🗑
|
||||
| show | standard for all psychological research, study conducted with careful observation and scientifically based research
🗑
|
||||
| pseudopsychology | show 🗑
|
||||
| show | pay attention to events that confirm our beliefs and ignore those that don't
🗑
|
||||
| show | do research on basic processes
🗑
|
||||
| teachers of psychology | show 🗑
|
||||
| applied psychology | show 🗑
|
||||
| psychology's history starts with | show 🗑
|
||||
| after plato came | show 🗑
|
||||
| rene descartes | show 🗑
|
||||
| wundt | show 🗑
|
||||
| structuralism | show 🗑
|
||||
| show | technique of structuralism that used observation and description of senses to tell about mind
🗑
|
||||
| show | father of psychology. came up with functionalism
🗑
|
||||
| show | mind has mental processes which can be understood through their functions. was more practical than structuralism
🗑
|
||||
| show | perceptual wholes, how our sensations form perceptual wholes. max weirtheimer
🗑
|
||||
| john watson and b.f. skinner | show 🗑
|
||||
| behaviorism | show 🗑
|
||||
| psychoanalysis and freud | show 🗑
|
||||
| perspectives of psychology | show 🗑
|
||||
| show | complec biological systems that repson to both hereditary and environmental influences. brain structures and processes-neuroscience.
🗑
|
||||
| evolutionary | show 🗑
|
||||
| show | predictable patterns of change throughout lifetime. interaction between nature and nurture
🗑
|
||||
| show | information-processing. mental interpretation and experiences. thoughts, expectations, memories, perceptions. cognitive neuroscience is connection between brain's structures and it's mental processes
🗑
|
||||
| psychodynamic | show 🗑
|
||||
| show | hippy. human growth and potential. positive. influence of self-concept, perceptions, interpersonal relationships, and need for potential growth
🗑
|
||||
| show | behaviors and learning. stimulus activated by environment as punishment or reward
🗑
|
||||
| socialcultural | show 🗑
|
||||
| show | individual characteristics make up our individual differences. unique combo of traits
🗑
|
||||
| scientific method | show 🗑
|
||||
| show | hypothesis, controlled test, data, analyze, publish( criticize, replicate)
🗑
|
||||
| show | collecting of objective info by making careful measurements based on direct experience
🗑
|
||||
| theory | show 🗑
|
||||
| show | specific descriptions and explanations of concepts and conditions of experiment
🗑
|
||||
| IV and DV | show 🗑
|
||||
| random presentation | show 🗑
|
||||
| show | are results true or just due to likely chance. results are true when probability that it might due to chance is less then .05
🗑
|
||||
| population | show 🗑
|
||||
| sample | show 🗑
|
||||
| show | representative distribution of overall population
🗑
|
||||
| random sample | show 🗑
|
||||
| stratified | show 🗑
|
||||
| extraneous variable | show 🗑
|
||||
| participant variable | show 🗑
|
||||
| situational | show 🗑
|
||||
| confounding variable | show 🗑
|
||||
| show | subjects are chosen based on pre-existing conditions
🗑
|
||||
| correlational | show 🗑
|
||||
| show | degree and relationship between variables. -1 to 1. negative means indirect and positive means direct and 0 means no relation
🗑
|
||||
| survey | show 🗑
|
||||
| show | subject studied in natural environment
🗑
|
||||
| show | one type of subject followed and observed for an extended period of time. same group, more accurate, study developmental trends
🗑
|
||||
| show | representative cross section of the population is tested or surveyed during a specific time. provide data for data with smaller group. not as accuarte
🗑
|
||||
| show | cross section of population, and each cohort is followed and observed for short period of time
🗑
|
||||
| personal bias | show 🗑
|
||||
| expectancy bias | show 🗑
|
||||
| double blind study | show 🗑
|
||||
| bias blind spot | show 🗑
|
||||
| show | tendency to solve problems based on previous methods of past and similiar problems
🗑
|
||||
| show | when a person believes on thing but acts a different way
🗑
|
||||
| show | sense of fariness takes precedence over rational self-interest. shows how people may be ablee to cooperate
🗑
|
||||
| hindsight bias | show 🗑
|
||||
| institutional review board | show 🗑
|
||||
| institutional animal care and use committee | show 🗑
|
||||
| show | participants have right to know what is going to happen with them without compromising results of study
🗑
|
||||
| APA's Ethical Principles of Psychologists and Codes of Conduct | show 🗑
|
||||
| show | participants must be checked to make sure no long term illnesses happen
🗑
|
||||
| show | obtains unique and personal information about individual
🗑
|
||||
| show | standardized test that measure psychological qualities within individual
🗑
|
||||
| lab observation | show 🗑
|
||||
| show | shows how frequent each various score is in a set of data
🗑
|
||||
| histogram | show 🗑
|
||||
| descriptive statistics | show 🗑
|
||||
| show | mean, median, mode
🗑
|
||||
| mean | show 🗑
|
||||
| show | separate upper half and lower half with middle score. not influenced by extreme results
🗑
|
||||
| show | most occuring result
🗑
|
||||
| show | difference between highest and lowest values in frequence distribution
🗑
|
||||
| show | bell shaped curve describing spread of characteristics throughout population
🗑
|
||||
| show | first intelligence test. scores were representatives of current performance not innate intelligence. helped identify the gifted, from the normal, from the mentally retarded. alfred binet and theodore simon
🗑
|
||||
| show | average age at which individual achieves a certain score
🗑
|
||||
| chronological age | show 🗑
|
||||
| stanford binet | show 🗑
|
||||
| intelligence quotient (IQ) | show 🗑
|
||||
| psychometrics | show 🗑
|
||||
| show | general intelligence. g factor, general intellgience underlying mental activity
🗑
|
||||
| cattell | show 🗑
|
||||
| crystallized | show 🗑
|
||||
| show | ability to see complex relationships and solve problems
🗑
|
||||
| show | triacrchic theory. the three intelligences
🗑
|
||||
| show | ability to cope with people and events in environment. street smart
🗑
|
||||
| analystical intelligence | show 🗑
|
||||
| show | ability to develop new ideas and relationships
🗑
|
||||
| gardner | show 🗑
|
||||
| show | nope, different cultures have different views of intelllignece
🗑
|
||||
| biopsychology | show 🗑
|
||||
| show | focuses on the brain and its role in psychological processes
🗑
|
||||
| show | cell specialized to receive and transmit information to other cells in the body.
🗑
|
||||
| show | sensory, motor, and interneurons
🗑
|
||||
| sensory neuron are also called | show 🗑
|
||||
| sensory neurons are | show 🗑
|
||||
| show | efferent neurons
🗑
|
||||
| show | nerve cells that carry messages away from central nervous system toward the muscles and glands
🗑
|
||||
| show | a branched fiber that extends outward from the the main cell body and carries information into the neurons
🗑
|
||||
| soma | show 🗑
|
||||
| show | an extended fiber conducts information from the soma to the terminal buttons information travels along the axon in the form of an electric charge
🗑
|
||||
| show | the electrical charge of the axon in its inactive state
🗑
|
||||
| active potential | show 🗑
|
||||
| synapse | show 🗑
|
||||
| show | structures at the end of the axon, which contain neurotransmitters that carry the neuron's message into synapse
🗑
|
||||
| synaptic transmission | show 🗑
|
||||
| how do neurons work | show 🗑
|
||||
| all or none principle | show 🗑
|
||||
| interneurons | show 🗑
|
||||
| what are inhibitory and excitatory messages | show 🗑
|
||||
| show | chemical messengers that relay neural messages across synapse
🗑
|
||||
| dopamine | show 🗑
|
||||
| show | regulates sleep, dreams, mood, pain, aggression, appetite, and sexual behavior. problems with lead to depression, OCD, and other anxiety disorders
🗑
|
||||
| norepinephrine | show 🗑
|
||||
| acetylcholine | show 🗑
|
||||
| gaba | show 🗑
|
||||
| glutamate | show 🗑
|
||||
| endorphins | show 🗑
|
||||
| plasticity | show 🗑
|
||||
| show | a fatty insulation around the axon that protects the cell and speeds the conduction of the impulses along the axon. the thicker the sheath the faster the impulses
🗑
|
||||
| nervous system | show 🗑
|
||||
| show | brain and the spinal cord. body's command central. spinal cord is connection between brain and the rest of the nervous system. contains interneurons
🗑
|
||||
| show | contains autonomic and somatic nervous systems. is the entire nervous system outside brain and spinal cord. contains the motor and sensory neurons. messages between brain and sense organs and muscles and everything else
🗑
|
||||
| show | division of PNS that carries sensory information to central nervous system and sends voluntary messages to body's skeletal muscles. VOLUNTARY, CONSCIOUS PROCESS muscle movement
🗑
|
||||
| autonomic nervous system | show 🗑
|
||||
| show | part of the autonomic nervous system that alerts the body for stressful and emergency situations
🗑
|
||||
| parasympathetic division | show 🗑
|
||||
| what is the somatic nervous system divided into | show 🗑
|
||||
| endocrine system | show 🗑
|
||||
| hormones | show 🗑
|
||||
| show | drug or chemical that enhances or mimics the effects of neurotransmitters
🗑
|
||||
| show | drug or other chemical that inhibits the effects of neurotransmitters
🗑
|
||||
| show | most primitive of the brain's major 3 layers. includes medulla, pons, and reticular formation . sets brain's general alertness level and warning system
🗑
|
||||
| show | brain stem structure. controls breathing and heart rate. sensory and motor pathways connecting brain to body
🗑
|
||||
| pons | show 🗑
|
||||
| show | core of the brain stem. arouses the cortex to keep the brain alert and attentive to new stimulation
🗑
|
||||
| show | brain stem structure. atop of it. relay station of messages between brain and brain stem and body
🗑
|
||||
| cerebellum | show 🗑
|
||||
| limbic system | show 🗑
|
||||
| hippocampus | show 🗑
|
||||
| show | limbic system structure. involved in emotions
🗑
|
||||
| show | limbic system structure. manages body's internal state.
🗑
|
||||
| cerebral cortex | show 🗑
|
||||
| show | brain stem, cerebrum, limbic system
🗑
|
||||
| show | movement and thinking
🗑
|
||||
| show | voluntary movement
🗑
|
||||
| show | touch sensation and perceiving spatial relationship
🗑
|
||||
| show | back of the brain, contains visual cortex
🗑
|
||||
| show | visual processing
🗑
|
||||
| temporal loves | show 🗑
|
||||
| cerebral dominance | show 🗑
|
||||
| show | negative emotions. simple commands. spatial and auditory and visual memories.
🗑
|
||||
| left brain | show 🗑
|
||||
| show | band of nerve cells that connects the two cerebral hemispheres
🗑
|
||||
| sensation | show 🗑
|
||||
| show | meaning and interpretation of sensation.
🗑
|
||||
| show | transformation of one form of energy into another. transformation fo stimulus information into nerve signals by the sense organs.
🗑
|
||||
| show | loss of responsiveness in receptors cells after stimulation has remained unchanged for a while.
🗑
|
||||
| absolute threshold | show 🗑
|
||||
| difference threshold | show 🗑
|
||||
| just noticeable difference | show 🗑
|
||||
| weber's law | show 🗑
|
||||
| signal detection theory | show 🗑
|
||||
| retina | show 🗑
|
||||
| show | light sensitive cells in the retina that connvert light energy to neural impulses.
🗑
|
||||
| rods | show 🗑
|
||||
| show | photoreceptros that are especially sensitive to color and not dim light
🗑
|
||||
| fovea | show 🗑
|
||||
| optic nerve | show 🗑
|
||||
| blind spot | show 🗑
|
||||
| what are the sensations of the vision | show 🗑
|
||||
| show | vision.
🗑
|
||||
| visual capture | show 🗑
|
||||
| show | color deficiency. inability to distinguish between colors. confuse red and green or yellow and blue
🗑
|
||||
| nearsightedness myopia | show 🗑
|
||||
| show | can see distant but not close objects. to short eyeball or not sufficienntly curved
🗑
|
||||
| how does sound word | show 🗑
|
||||
| show | eardrum
🗑
|
||||
| cochlea | show 🗑
|
||||
| basilar membrane | show 🗑
|
||||
| sensation of sound | show 🗑
|
||||
| sensorineural deafness | show 🗑
|
||||
| show | the sense of body's orientation with respect to gravity. vestibular sense is closely associated with the inner ear
🗑
|
||||
| kinesthetic sense | show 🗑
|
||||
| show | sense of smell
🗑
|
||||
| show | chemical signal released by organisms to communicate with other members of the same species
🗑
|
||||
| how does smell work | show 🗑
|
||||
| show | sense of taste. soluble substances
🗑
|
||||
| show | sweet sour salty bitter
🗑
|
||||
| skin senses | show 🗑
|
||||
| show | neural gate that in some circumstances block incoming pain signals. pain depends on relative amount of traffic in two different pathways which carry into from sensory organs to teh brain. fast fiberss send sensory information to brain. slow fibers lag
🗑
|
||||
| why is touch a priority sense | show 🗑
|
||||
| where does pain exist | show 🗑
|
||||
| percept | show 🗑
|
||||
| bottom up processing | show 🗑
|
||||
| top down processing | show 🗑
|
||||
| perceptual constancies | show 🗑
|
||||
| consciousness | show 🗑
|
||||
| neural basis of consciousness | show 🗑
|
||||
| show | mental events outside of awareness that can be retrieved
🗑
|
||||
| unconscious | show 🗑
|
||||
| emotional uncnosciousness | show 🗑
|
||||
| show | sleep, hyponosis, drug abus, meditation
🗑
|
||||
| show | state of consciousness. no knowledge of being in it until we wake up. slow breathing and irregular brain waives
🗑
|
||||
| sleep is regulated by | show 🗑
|
||||
| show | sleep recharges our run down bodies and allows us to recover physical and menta fatigue
🗑
|
||||
| show | sleep increases species chances of survival in relation to its environmental demands
🗑
|
||||
| stage 1 of sleep. | show 🗑
|
||||
| show | spindles- rapid rhythmic brainwave activity. officially asleep. 20 minute duration. sleep talking can occur here
🗑
|
||||
| stage 3 and 4 | show 🗑
|
||||
| show | the elctrical activity of the brain increases and the sleeper climbs back up through the stages in reverse order. 123432 then REM
🗑
|
||||
| show | nearly an hour after you fall asleep. 10 minutes intially then more and more throughout night
🗑
|
||||
| active sleep (REM) | show 🗑
|
||||
| sleep cycles occur every | show 🗑
|
||||
| show | persistent problems in falling or staying asleep over an extended period of time
🗑
|
||||
| show | hallucinations of the mind. can occur in any stage but mostly in REM \. some fake while others confused with reality
🗑
|
||||
| show | distrubing dreams that cause dreamer to wake up feeling anxious and or frigthtened
🗑
|
||||
| show | sleep disorder. mostly kids. screaming, thrashing around. doublying of heart and breahting. occurs in stage 4
🗑
|
||||
| lucid dreams | show 🗑
|
||||
| show | dreams that repeat themselsves with little variation in story or theme. unconsciuos conflict that needs to be resolved
🗑
|
||||
| show | seem to tell the future. dreaming mind pieces things together that we normally overlook to create a dream
🗑
|
||||
| freuds things to dreams | show 🗑
|
||||
| show | the actual unconscious desires disguised and hidden in dreams
🗑
|
||||
| show | surgace story that dreamer report
🗑
|
||||
| dream work | show 🗑
|
||||
| show | tools we use to solve our problems
🗑
|
||||
| show | no meaning. by-product of rem neural activity.brain is bombarded with stuff and so makes sense of them in works of dreams
🗑
|
||||
| activation componenet | show 🗑
|
||||
| synthesis componenet | show 🗑
|
||||
| hyponisis | show 🗑
|
||||
| meditation | show 🗑
|
||||
| show | chemicals that affect mental processes and behavior by their effects on the brain
🗑
|
||||
| show | increase activity of neurotransmitters
🗑
|
||||
| antagonistic drugs | show 🗑
|
||||
| show | potnetial genetic role. influence sensitivity and tolerance to drugs
🗑
|
||||
| show | have difficulty adjusting to life's demands and so vulnerable to drug addictino
🗑
|
||||
| environmental factors that affect drugs | show 🗑
|
||||
| hallucinogens. | show 🗑
|
||||
| depressants | show 🗑
|
||||
| stimulants | show 🗑
|
||||
| opiates | show 🗑
|
||||
| physical dependence | show 🗑
|
||||
| psychological dependence | show 🗑
|
||||
| tolerance | show 🗑
|
||||
| show | conditino in which a person continues to use a drug despites its adverse effects.
🗑
|
||||
| withdrawal | show 🗑
|
||||
| show | pain reliever.
🗑
|
||||
| show | brain niterprets sensory stimuli as vision, sound, taste, feel
🗑
|
||||
| show | gives meaning to sensation
🗑
|
||||
| weber's law | show 🗑
|
||||
| show | how we detect signal and make a judgement of the sensation
🗑
|
||||
| show | stimulation first and then brain interprets and understands it
🗑
|
||||
| show | brain has certain expectation, memories, and other cognitive factors linked to the sensation it is seeking
🗑
|
||||
| show | much of perception is shaped by innate factors built in the brain. patterns fo whole
🗑
|
||||
| show | figure is the part of the stimuli that demands attention while ground is the background
🗑
|
||||
| show | tendency to fill in gaps in figures and see complete figures
🗑
|
||||
| law of simliarity | show 🗑
|
||||
| show | tend to group close objects together
🗑
|
||||
| law of continuity | show 🗑
|
||||
| show | tend to group simliar objects that share common motion or destination ( a school of fish)
🗑
|
||||
| law of pragnanz | show 🗑
|
||||
| show | readiness to detect a particular stimulus in a given context as when a person who is afraid interprets an unfamiliar sound as a threat
🗑
|
||||
| show | stage 1, 2, 3, 4, 3, 2, REM, 2, 3, 4, 3, 2, REM, 2, 3, 2, REM, 2, 3, 2, REM, 2, REM, awake
🗑
|
||||
| show | a respiratory disorder in which the person intermittently stop breathing many times while asleep
🗑
|
||||
| memory | show 🗑
|
||||
| how is memory related to a cognitive system | show 🗑
|
||||
| what is the process of memory referred to | show 🗑
|
||||
| show | cognitive understanding of memory, emphasizing how info is changed when it is encoded, stored, and retrieved
🗑
|
||||
| encoding | show 🗑
|
||||
| storage | show 🗑
|
||||
| show | properly encoded info, takes only a second to retrieve with good cues. retrieval doesn't always word, for example if memory wasn't encoded right or stored in the wrong section
🗑
|
||||
| process of memory | show 🗑
|
||||
| sensory memory | show 🗑
|
||||
| show | takes information selectively from sensory memory and connects it with items already in long term storage. it is essentially work table that adds perception to material being consciously payed attention to
🗑
|
||||
| show | final stage of processing, receives information from working memory and stores it
🗑
|
||||
| show | sensory- 12-16 items. working- 7+ chunks. long term- unlimited
🗑
|
||||
| duration of the three stages of memories | show 🗑
|
||||
| show | sensory- different parts of the brain due to dependence on senses. working- central executive, phonological loop, visuospatial. long term- procedural and declarative.
🗑
|
||||
| show | sensory-separate sensory pathways. working memory- hippocampus, frontal lobe, and temporal lobe. long term-cerebral cortex.
🗑
|
||||
| show | organization pieces of information into smaller number of meaningful units (or chunks). a process that frees up space in working memory
🗑
|
||||
| show | a register holding different kind of sensory information
🗑
|
||||
| show | iconic- visual. echoic- auditory. tactile- tough. olfactory- smell. gustatory- taste.
🗑
|
||||
| automatic processing | show 🗑
|
||||
| effortful processing | show 🗑
|
||||
| show | arrange concepts (mental representations of relating things) from more general to specific
🗑
|
||||
| show | working memory process in which information is merely repeated or reviewed to keep it from fading while in working memory.
🗑
|
||||
| elaborative rehearsal | show 🗑
|
||||
| show | an especially clear and persistent form of memory that is quite rare; sometimes known as a "photographic" memory
🗑
|
||||
| show | remembering physical structures of stimuli
🗑
|
||||
| show | remembering by emphasizing the sound of the stimuli
🗑
|
||||
| show | remembering by emphasizing the visual imagery presented
🗑
|
||||
| show | remembering by emphasizing the meaning of the stimuli
🗑
|
||||
| levels of processing theory | show 🗑
|
||||
| show | type of long term memory that stores memories of things are done
🗑
|
||||
| declarative memory | show 🗑
|
||||
| declarative memory has what other types of memory within it | show 🗑
|
||||
| show | memory that stores general knowledge and concepts
🗑
|
||||
| episodic memory | show 🗑
|
||||
| show | the inability to form memories of new information
🗑
|
||||
| show | inability to remember information previously stored in memory
🗑
|
||||
| show | process by which short term memories are changed to long term memories over a period of time
🗑
|
||||
| show | a memory that was deliberately learned or of which you have no conscious awareness
🗑
|
||||
| show | memory that has been processed with attention and can be consciously recalled
🗑
|
||||
| retrieval cues | show 🗑
|
||||
| priming | show 🗑
|
||||
| recall | show 🗑
|
||||
| show | a retrieval method in which one must identify present stimuli as having been previously presented
🗑
|
||||
| show | the doctrine that memory is encoded and stored with specific cues related to the context in which it was formed. the more closely the retrieval cues match the form in which the information was encoded, the better it will be remembered
🗑
|
||||
| mood-congruent memory | show 🗑
|
||||
| show | the inability to recall a word, while knowing that it is in memory.
🗑
|
||||
| show | the impermanence of a long term memory. it is based on the idea that long term memories gradually fade in strength over time
🗑
|
||||
| forgetting curve | show 🗑
|
||||
| show | forgetting caused by lapse in attention
🗑
|
||||
| show | forgetting that occurs when an item in memory cannot be accessed or retrieved
🗑
|
||||
| show | interference
🗑
|
||||
| proactive interference | show 🗑
|
||||
| show | a cause of forgetting by which newly learned information prevents retrieval of previously stored material
🗑
|
||||
| what can cause interference | show 🗑
|
||||
| serial position effect | show 🗑
|
||||
| show | techniques for improving memory, especially by making connections between new material and information already in long term memory
🗑
|
||||
| show | children acquire language not merely by imitating but also by following an inborn program of steps to acquire the vocab and grammar of the language in their environment
🗑
|
||||
| show | a biologically organized mental structure in the brain that facilitates the learning of language because it is innately programmed with some of the fundamental rules of grammar
🗑
|
||||
| show | early stage of language development, occurring between 3-4 months, when children make nonsensical unrelated sounds
🗑
|
||||
| show | the stage where children mainly speak in one word
🗑
|
||||
| Two-word Stage | show 🗑
|
||||
| show | the rules specify how words should be ordered in a sentence in order to give that sentence meaning
🗑
|
||||
| Semantics | show 🗑
|
||||
| Phoneme | show 🗑
|
||||
| Telegraphic Speech | show 🗑
|
||||
| show | the idea that language shapes cognition and thought.
🗑
|
||||
| show | a hypothesis that language determines our character and the way we think. we are shaped by the language around us and therefore so is our character
🗑
|
||||
| concepts | show 🗑
|
||||
| schema | show 🗑
|
||||
| script | show 🗑
|
||||
| algorithms | show 🗑
|
||||
| heuristics | show 🗑
|
||||
| show | the tendency to respond to anew problem in the manner used for previous problem
🗑
|
||||
| functional fixedness | show 🗑
|
||||
| hindisght bias | show 🗑
|
||||
| anchoring bias | show 🗑
|
||||
| representativeness bias | show 🗑
|
||||
| show | style of thought that attempts to consider all available information and arrive at the single best possible answer.
🗑
|
||||
| show | thinking that moves away in diverging direction so as to involve a variety of aspects and which sometimes lead to new ideas and concepts
🗑
|
||||
| show | a cognitive bias in which an individual categorizes a situation based on pattern of previous experiences or beliefs about the scenario
🗑
|
||||
| show | how easily something that you’ve seen or heard can be accessed in your memory. the sooner you've seen/heard something the sooner you remember and use it
🗑
|
||||
| show | a four part process that involves physiological arousal, subjective feelings, cognitive interpretations, and behavioral expression, all of which interact. rather than occurring in linear sequence. help organisms deal with important events
🗑
|
||||
| show | the permissible ways of displaying emotions in a particular society
🗑
|
||||
| show | facial language/expression are universal although culture decides when we express them
🗑
|
||||
| show | anger, contempt, happiness, sadness, surprise, disgust, fear
🗑
|
||||
| show | different influences of the two brain hemispheres on various emotions. left hemisphere apparently influences positive emotions and the right hemisphere influences negative emotions
🗑
|
||||
| show | neural, hormonal, visceral, and muscular changes
🗑
|
||||
| show | the private experience of one's internal affective state
🗑
|
||||
| cognitive interpretation type of response | show 🗑
|
||||
| show | expressing emotion through gestures, facial expressions, or other actions
🗑
|
||||
| james lang theory | show 🗑
|
||||
| cannon-bard theory | show 🗑
|
||||
| two factor theory (schachter-singer) | show 🗑
|
||||
| cognitive appraisal | show 🗑
|
||||
| show | emotions have pairs. when one is triggered the other is surpressed
🗑
|
||||
| show | the ability to understand and control emotional response
🗑
|
||||
| show | all the processes involved in starting, directing, and maintaining physical and psychological activities
🗑
|
||||
| show | biologically instigated motivation
🗑
|
||||
| motive | show 🗑
|
||||
| uses for motivation | show 🗑
|
||||
| show | desire to engage in an activity for its own sake. internal pleasure
🗑
|
||||
| extrinsic motivation | show 🗑
|
||||
| conscious motivation | show 🗑
|
||||
| unconscious motivation | show 🗑
|
||||
| drive reduction theory | show 🗑
|
||||
| arousal theory | show 🗑
|
||||
| show | performance increases with physiological or mental arousal but only to a point. when arousal becomes too high, performance decreases
🗑
|
||||
| show | rewards and punishments
🗑
|
||||
| show | motivates us to have consistent thoughts and behaviors. when those do not meet, individuals experience unpleasant mental tensions. hypocrite
🗑
|
||||
| hierarchy of needs. maslow's theory | show 🗑
|
||||
| approach-approach conflict | show 🗑
|
||||
| show | a conflict in which there are both appealing and negative aspects to the decision to be made
🗑
|
||||
| show | lesser of two evils
🗑
|
||||
| show | must choose between options that have both many attractive and negative aspects.
🗑
|
||||
| show | genetically based behaviors seen across a species that can be set off by a specific stimuli
🗑
|
||||
| need | show 🗑
|
||||
| show | mental state that produces a psychological motive to excel or to reach some goal
🗑
|
||||
| set point | show 🗑
|
||||
| show | four stage sequence of arousal, plateau, orgasm, and resolution in both men and women
🗑
|
||||
| Frustration-Aggression Hypothesis | show 🗑
|
||||
| show | we do things based on instinctual urges
🗑
|
||||
| stress | show 🗑
|
||||
| show | a stressful stimuli
🗑
|
||||
| show | pattern of general physical responses that take essentially the same form in responding to any serious chronic stressor
🗑
|
||||
| alarm reaction | show 🗑
|
||||
| show | second stage of GAS during which the body adapts to and uses resources to cope with stressor
🗑
|
||||
| exhaustion | show 🗑
|
||||
| type a personality | show 🗑
|
||||
| show | relaxed and unstressed
🗑
|
||||
| learned helplessness | show 🗑
|
||||
| show | psychological specialty that studies how organisms change over time as the result of biological and environmental influences
🗑
|
||||
| nature-nurture | show 🗑
|
||||
| john locke | show 🗑
|
||||
| show | everyone was hard-wired from birth to be who they are. had predispositions to be a certain way
🗑
|
||||
| show | perspective that development is gradual and continuous. gradual.
🗑
|
||||
| show | perspective that development proceeds in an uneven fashion. series of separate stages
🗑
|
||||
| developmental stages | show 🗑
|
||||
| show | developmental period before birth
🗑
|
||||
| show | fertilized egg
🗑
|
||||
| embryo | show 🗑
|
||||
| show | developing organism between the embryonic stage and birth
🗑
|
||||
| teratogens | show 🗑
|
||||
| show | organ interface between the embryo or fetus and the mother, the placenta separates the bloodstreams, but it allows the exchange of nutrients and waste products
🗑
|
||||
| show | from birth to first month
🗑
|
||||
| show | basic reflexes (unlearned responses to stimuli). withdraw limb to escape pain. will cry. rooting reflex (turn to face to nipple) and grasping reflex (closing hands). can recognize human voices and faces even though blind
🗑
|
||||
| show | time between the end of the neonatal period and the establishment of language
🗑
|
||||
| attachment | show 🗑
|
||||
| show | a primitive form of learning in which some young animals follow and form an attachment to first moving object they see and hear
🗑
|
||||
| baby temperament | show 🗑
|
||||
| securely attached | show 🗑
|
||||
| slow to warm up | show 🗑
|
||||
| show | happy, regular in sleep and eating, adaptable and not readily upset
🗑
|
||||
| show | glum, resistant to change, and irritable
🗑
|
||||
| show | studied attachment in children
🗑
|
||||
| show | process by which the genetic program manifests itself over time
🗑
|
||||
| affect of parents and guardians | show 🗑
|
||||
| authoritarian | show 🗑
|
||||
| permissive | show 🗑
|
||||
| authoritative | show 🗑
|
||||
| schemas | show 🗑
|
||||
| assimilation | show 🗑
|
||||
| accommodation | show 🗑
|
||||
| show | cognitive development
🗑
|
||||
| sensorimotor stage | show 🗑
|
||||
| show | awareness that object exists even after it can no longer be seen
🗑
|
||||
| show | ability to form internal images of objects and events
🗑
|
||||
| show | second stage of piaget. age 2-7. marked by well developed mental rep. and use of language. lack performance of mental operations and logical reasoning skills. kids have egocentrism and animistic thinking. lack conservation and irreversibility
🗑
|
||||
| egocentrism | show 🗑
|
||||
| show | inanimate objects are imagined to have life and mental processes
🗑
|
||||
| irreversibility | show 🗑
|
||||
| conservation | show 🗑
|
||||
| show | third stage of piaget, 7-11. logical thinking develops, gain conservation, can perform mental operations, and can grasp mathematical transformation. cannot grasp abstract thinking
🗑
|
||||
| mental operations | show 🗑
|
||||
| show | final stage of piaget. 12 to adulthood. reasoning expands from simply oncrete thoughts to encompass abstract thinking. imagined realities and symbols. first stage that children display a strong potential for mature , moral reasoning
🗑
|
||||
| show | psychosocial development
🗑
|
||||
| psychosocial development | show 🗑
|
||||
| show | infants. basic need of survival will be provided and will develop sense of trust and security and will form good relationships. if not met then will develop sense of mistrust, anxiety and will fail to form meaningful relationships.
🗑
|
||||
| autonomy vs. self-doubt | show 🗑
|
||||
| initiative vs. fuilty | show 🗑
|
||||
| show | elementary school. adequacy in basic social and intellectual skills,to gain pleasure and sense of self-pride. otherwise low self-esteem
🗑
|
||||
| identity vs. role confusion | show 🗑
|
||||
| show | early adulthood. ability to for close and committed relationships. gain acceptance and be loved. otherwise will be sad and lonely
🗑
|
||||
| show | middle aged folk. focus of concern beyond oneself to ant to contribute to world through family and work. otherwise feel lack of purpose in life.
🗑
|
||||
| integrity vs. despair | show 🗑
|
||||
| show | puberty to early adulthood
🗑
|
||||
| primary sex characteristics | show 🗑
|
||||
| show | gender-related physical features that develop during puberty. breasts, facial hair, deep voices, wide hips, pubic hairs, etc.
🗑
|
||||
| show | heightened self-consciousness of teens. tend to believe that we are center of universe
🗑
|
||||
| imaginary audience | show 🗑
|
||||
| show | sense of uniqueness and invincibility that all adolescents possess. big fish in small pond
🗑
|
||||
| show | set of prescribed actions for either sex. differ from culture to culture. play huge role in how you develop cognitively and socially
🗑
|
||||
| show | develop from gender roles
🗑
|
||||
| show | characteristics of both sexes
🗑
|
||||
| show | rolling car proved babies ability to have object permanence and visual cliff proved baby's
🗑
|
||||
| show | moral development
🗑
|
||||
| preconventional morality | show 🗑
|
||||
| show | egocentric: punishment and obedience based.
🗑
|
||||
| show | cost/benefit orientation: reciprocity. awards or mutual benefits.
🗑
|
||||
| show | adolescences caring about hers and upholding laws and sochial norms
🗑
|
||||
| kohlberg stage 3 | show 🗑
|
||||
| show | law and order orientation. avoid penalties/jail. not everyone makes it this far
🗑
|
||||
| show | affirms people's agreed upon rights and/or what one personally perceives as basic, ethical, principles
🗑
|
||||
| stage 5 kohlberg | show 🗑
|
||||
| kohlberg stage 6 | show 🗑
|
||||
| carol gilligan | show 🗑
|
||||
| james lang theory | show 🗑
|
||||
| two factor theory | show 🗑
|
||||
| show | choosing between two good options
🗑
|
||||
| general adaptions syndrome | show 🗑
|
||||
| show | baby crawls across pexiglass with "drop" underneath it.
🗑
|
||||
| personality | show 🗑
|
||||
| show | freud's system of treatment for mental disorders. the term is often used to refer to psychoanlytic theory as well
🗑
|
||||
| uncionscious | show 🗑
|
||||
| lbido | show 🗑
|
||||
| show | primitive unconscious portion of the personality that houses the most basic drives and stores repressed memories
🗑
|
||||
| superego | show 🗑
|
||||
| ego | show 🗑
|
||||
| show | free association or talking
🗑
|
||||
| show | successive, instinctive patterns of associating ppleasure with stimulation of specific bodily areas at different times of life. oral, anal, phallic, latency, genital
🗑
|
||||
| oral stage | show 🗑
|
||||
| anal stage | show 🗑
|
||||
| phallic stage | show 🗑
|
||||
| show | 6 years to puberty. challenge is to consciously learn modesty and shame while unconsciously still dealing with repressed oedipal complex. desire to repress sexual and aggressive desires,
🗑
|
||||
| show | adulthood. desire to have mature sexual relationships. challenge is to displace energy into healthy activities and establish new relationship with parents
🗑
|
||||
| show | according to freud, a largely unconsciou process whereby boys displace an erotic attraction toward mother to females of their own age and at the same time, identify with their fathers
🗑
|
||||
| identification | show 🗑
|
||||
| show | according to freud, the female desires to have a penis--a condition that usually results in their attraction to males
🗑
|
||||
| fixation | show 🗑
|
||||
| ego defense mechanisms | show 🗑
|
||||
| show | an unconscious process that excludes unacceptable thoughts and feelings from awareness and memory
🗑
|
||||
| show | avoid a difficult situation by simply denying that it exists.
🗑
|
||||
| rationalization | show 🗑
|
||||
| show | people act in exact opposition to their true feelings. child with low self-esteem becomes a bully
🗑
|
||||
| displacement | show 🗑
|
||||
| regression | show 🗑
|
||||
| show | making sexual or aggressive desires available in a way that are acceptable like for example joining a sports team
🗑
|
||||
| projection | show 🗑
|
||||
| show | personality assessment instruments. based on freud's ego defense mechanism of projection
🗑
|
||||
| show | a projective test requiring subjects to describe what they see in inkblots
🗑
|
||||
| show | a projective test requiring subjects to make up stories that explain ambiguous pictures
🗑
|
||||
| psychic determinism | show 🗑
|
||||
| show | refers to theoriests who broke with freud but whose theories retain psychodynamic aspect, especially a focus on motivation as the source of energy for the personality
🗑
|
||||
| show | prodigee of freud who ventured off from freud because of the sex and believed in a spiritual aspect to personality
🗑
|
||||
| personal unconsciou | show 🗑
|
||||
| collective unconscious | show 🗑
|
||||
| show | ancient memory images in the collective unconscious. appear and reappear in art, literature, and folktales around the world. mother, father, shadow, trickster, old wise man
🗑
|
||||
| karen horney | show 🗑
|
||||
| show | karen horney. sense of certainty and loneliness in a hostile world and can lead to maladjustment
🗑
|
||||
| neurotic needs | show 🗑
|
||||
| alfred adler | show 🗑
|
||||
| inferiority complex | show 🗑
|
||||
| show | making up for one's real or imagined deficiencies
🗑
|
||||
| show | deal with unconscious
🗑
|
||||
| humanistic perspective on personality | show 🗑
|
||||
| abraham maslow | show 🗑
|
||||
| show | healthy individuals who have met their basic needs and are free to be creative and fulfill their potentialities
🗑
|
||||
| carl rogers | show 🗑
|
||||
| show | carl roger's term for a healthy self-actualizing individual who has a self-concept that is both positive and congruent with reality
🗑
|
||||
| trait perspective | show 🗑
|
||||
| gordon allport | show 🗑
|
||||
| traits | show 🗑
|
||||
| what's wrong with the trait perspective | show 🗑
|
||||
| show | driven by expectations of how our actions might affect other people. collection of learned behaviors from observational learning
🗑
|
||||
| observational learning | show 🗑
|
||||
| show | jullian rotter. individual's sense of where his or her life influences originate. people approach situations differently based on locus of control thus affected personality
🗑
|
||||
| show | believing you control your destiny
🗑
|
||||
| external locus | show 🗑
|
||||
| MMPI | show 🗑
|
||||
| show | emotional stability. extraversion. openness. agreeableness. conscientiousness
🗑
|
||||
| temperament | show 🗑
|
||||
| individualism vs collectivism | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
LittleD331
Popular Psychology sets