PSYCH 101 (midterm)
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| psychology | show 🗑
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| show | 1. science: rigorous controlled investigation of phenomenon
2. behavior: phenomenon that are manifest
3. mental processes: unobservable, not always easily articulated
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| subfields of psychology | show 🗑
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| show | early school of thought promoted by Wundt and Titchener; used introspection to reveal the structure of the human mind
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| Wilhelm Wundt | show 🗑
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| show | early school of thought promoted by James and influenced by Darwin; explored how mental and behavioral processes function - how they enable the organism to adapt, survive, and flourish.
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| show | * legendary teacher-writer authored a 1890 psychology text.
* identify the functions of the mind
- not what your feeling, why you are
*focused on interactions w/ enviro
* adaptive significance "why"
* flow of thought (process of decision)
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| Psychoanalytic | show 🗑
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| Freud | show 🗑
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| Classical Conditioning | show 🗑
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| Operant Conditioning | show 🗑
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| Watson | show 🗑
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| show | the study of the evolution of behavior and the mind, using principles of natural selection
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| Charles Darwin | show 🗑
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| Natural Selection | show 🗑
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| Behaviorism | show 🗑
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| Skinner | show 🗑
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| show | * historically significant perspective that emphasized the growth potential of healthy people
* emphasis on positive qualities of people
* humans have possibility for growth
* freedom to choose own destiny
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| show | * drew attention to ways that current environmental influences can nurture or limit our growth potential
* importance of having our needs for love and acceptance satisfied
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| Positive Psychology Movement | show 🗑
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| show | a statement of the procedures (operations) used to define research variables. For example, human intelligence may be operationally defined as "what an intelligence test measures"
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| Description/Observation | show 🗑
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| show | an observation technique in which one person is studied in depth in the hope of revealing universal principles
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| Survey | show 🗑
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| show | observing and recording behavior in naturally occurring situations without trying to manipulate and control the situation
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| Correlation | show 🗑
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| show | the phenomenon of perceiving a relationship between variables (typically people, events, or behaviors) even when no such relationship exists
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| show | a research method in which an investigator manipulates one or more factors (independent variables) to observe the effect on some behavior or mental process (the dependent variable)
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| Cause and effect | show 🗑
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| Independent variables | show 🗑
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| show | the outcome factor; the variable that may change in response to manipulations of the independent variable
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| show | the practice or science of collecting and analyzing numerical data in large quantities
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| show | the arithmetic average of a distribution, obtained by adding the scores and then dividing by the number of scores
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| Median | show 🗑
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| Mode | show 🗑
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| show | a type of learning in which one learns to link two or more stimuli and anticipate events (Pavlov w/ the dog, bell and food)
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| Operant Conditioning | show 🗑
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| Thorndike’s Law of Effect | show 🗑
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| B.F. Skinner | show 🗑
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| show | increasing behaviors by presenting positive reinforcer. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response
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| Negative Reinforcement | show 🗑
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| show | fixed ratio, variable ratio, fixed interval, variable interval, continuous reinforcement
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| show | reinforcement follows a set # of behaviors (every 5 papers graded, reward)
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| variable ratio | show 🗑
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| show | reinforcement follows behavior that occurs after a set amount of time (after this many hours you get paid x)
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| show | reinforcement follows behavior that occurs after an unpredictable amount of time (lottery)
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| show | schedule that happens every single time we engage in that behavior
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| show | * behavior followed by aversive consequence
* aversive (unpleasant) stimulus is "added"
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| Negative Punishment | show 🗑
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| show | using operant conditioning principles to change human behavior
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| Three Phases of Memory | show 🗑
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| Encoding | show 🗑
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| Storage | show 🗑
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| show | the process of getting information out of the memory storage (get info out)
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| Information Processing | show 🗑
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| Sensory Memory Store | show 🗑
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| Long-term Memory | show 🗑
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| Automatic processing | show 🗑
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| Effortful processing | show 🗑
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| show | consciously repeating the information over and over so that I can keep it in temporary memory
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| show | the tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice
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| Serial position effect | show 🗑
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| show | involving many carefully arranged parts or details
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| Visualization | show 🗑
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| show | info that tells us where to go (tells which "filling cabinet" to open)
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| show | associations attached were not helpful to remember (misplaced content)
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| Storage decay | show 🗑
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| Forgetting curve | show 🗑
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| Retrieval Failure | show 🗑
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| show | *signs of fertility
-temperature
o basal body temp. :body temp before we move
o ovulation temp: temp goes up
-discharge
-cervix
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| Prenatal Development (fetal development) | show 🗑
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| Teratogens | show 🗑
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| Newborns | show 🗑
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| show | - brain: myelination continues after birth, visual pathways start to develop (6 months), auditory pathways (4-5 years), dramatic increase in synaptic connections
-motor: coordination
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| show | * sensorimotor: birth-2 years
- understanding through sensory experiences and physical actions
- infant progress from reflexive, instinctual actions at birth to symbolic thought
- object permanence
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| Infancy and Childhood (Cognitive Development- preoperational) | show 🗑
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| show | * concrete operational (7-11 yrs)
- has logical thinking about concrete contexts
- classification skills
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| Infancy and Childhood (Social Development) | show 🗑
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| Attachment | show 🗑
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| Types of Parenting | show 🗑
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| Uninvolved Parent | show 🗑
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| show | highly supportive but makes few rules and trusts rather than monitors
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| show | sets many rules and closely monitors but offers little support
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| show | * highly supportive and closely monitors and sets rules
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| Adolescence (Physical Development) | show 🗑
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| show | * formal operational stage: 11-15 yrs
- abstract, idealistic and logical thought
- hypothetical/ deductive reasoning
* adolescent egocentrism (sense of uniqueness)
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| show | * identity vs. identity confusion (constantly evolving)
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| show | * identity achievement
* Identity foreclosure
* identity moratorium
* identity diffusion
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| show | * early adulthood: reach peak of physical development
* middle adulthood: most lose height & gain weight and menopause for women
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| Adulthood (Cognitive Development) | show 🗑
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| Adulthood (Social Development) | show 🗑
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