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Psychology 121 > Chapter 2 > Flashcards

Chapter 2 Flashcards

(63 cards)

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1
Q

Three elements of Psychology

A

Why, How and What

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2
Q

Biological Psychologists

A

Measures biological, physiological or genetic variables in an attempt to relate them to psychological or behavioural variables

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3
Q

What is behvaiour controlled by

A

Central Nervous systems

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4
Q

Cognitive Psychologists

A

Type of Biological Psychologist
Rely on functionalist insights in discussing how affect, or emotion and environment or events interact and result in specific perceptions
They study the human brain in terms of specialized parts, or systems and their exquisitely complex relationships

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5
Q

Frontal Lobe

A

Known as Motor Cortex. Portion of the brain in involved in Motor skills, higher level of cognition, and expressive language

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6
Q

Occipital Lobe

A

Visual Cortex
Interprets Visual stimuli and information

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7
Q

Occipital Lobe

A

Visual Cortex
Interprets Visual stimuli and information

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8
Q

Parietal Lobe

A

Somasensory Cortex
Portion of brain involved in the processing of other tactile sensory information such as pressure touch and pain

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9
Q

Temporal Lobe

A

Auditory Cortex. Portion of the brain is involved in the interpretation of the sounds and languages we hear

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10
Q

Psychodynamic Perspective

A

Proposes that there are psychological forces underlying human behaviour, feelings and emotions

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11
Q

Who originates the Psychodynamic Perspective

A

Sigmund Freud

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12
Q

Phenomenal

A

In the moment

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13
Q

Access

A

Recalls experiences from memory

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14
Q

Levels of awareness

A

Conscious
Preconscious
Unconscious

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15
Q

Psychoanalysis

A

Type of analysis that involves attempting to affect behavioural change through having patients talk about their difficulties

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16
Q

Carl Jung

A

Expanded Freuds Theories
Introduced concepts of archetype, collective unconscious and individuation

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17
Q

Active Imagination

A

refers to activating our imaginal processes in waking life in order to tap into the unconscious meanings of our symbols (Daydreaming)

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18
Q

Archetypes

A

Primordial images reflect basic patterns or universal themes common to us all and are present in the unconscious
Example: Children are innocent

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19
Q

Individuation

A

Unique calling in life each person must fulfill by uniting their conscious and unconscious thoughts

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20
Q

Introvert

A

Needs privacy and space

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21
Q

Extravert

A

needs sociability

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22
Q

Thinking Function

A

Sees cause and effects relations ; cool distant, frank and questioning

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23
Q

Feeling Function

A

Has a sense of valuing positively or negatively

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24
Q

Sensing function

A

Orientates toward the body and senses ; detailed, concrete and present

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25
Intuitive
Goes with hunches, impractical
26
Latent Content
Deep unconscious wishes or fantasies
27
Manifest Content
Superficial and meaningless
28
Threat Simulation Theory
Dreams should be seen as an evolutionary (biological) defence mechanism Dreams allows us to practice respond to threatening events
29
Expectation Fulfillment Theory
Dreaming serves to discharge emotional arousals that have not been expressed during the day
30
Activation Synthesis Theory
Dreams don not actually mean anything It is our neurone randomly firing during sleep
31
Continual Activation Theory
Dreaming is a result of brain activation and synthesis
32
Incubation
Concept of sleeping on a proble
33
Forms of Incubation
Taking a break, sleeping or working on another kind of problems either more challenging or less difficult
34
Spreading Activation
Problem solvers disengage from the problem solving task, they naturally expose themselves to more information that cab serve to inform the problem - solving process
35
Selective Forgetting
Once disengaged from the problem solving process, solvers are freer to let go of certain ideas or concepts that may be inhibiting the problem solving process
36
Problem Restructuring
Problem solvers let go of the initial problem, they are then feed to restructure or reorganize their representation of the problem and thereby capitalize on relevant information not previously noticed
37
Classical Conditioning
Behaviours shaped by pairing of stimuli
38
Thorndike's Theory of Learning
Learning is incremental Learning occurs automatically
39
Law of effect
If an assosiation is followed by satisfaction, it will be strengthened, and if it is followed by annoyance, it will be weakened
40
Law of use
The more of an association is used, the stronger it becomes
41
Law of disuse
The longer an association is unused, the weaker it becomes
42
Law of recency
Most recent response is most likely to reoccur
43
Multiple Response
An animal will try multiple responses (trial and error) if the first response does not lead to a specific state of affairs
44
Set or Attitude
Animals are predisposed to act in a specific way
45
Prepotency of elements
A subject can filter out irrelevant aspects of a problem and focus on and respond to significant elements of a problem.
46
Response to analogy
Responses from a related or similar context may be used in a new context
47
Identical elements theory of transfer
The more similar the situations are, the greater the amount of information that will transfer. Similarly, if the situations have nothing in common, information learned in one situation will not be of any value in the other situation.
48
Associative Shifting
It is possible to shift any response from occurring with one stimulus to occurring with another stimulus.
49
Law of readiness
A quality in responses and connections that results in readiness to act. Behaviour and learning are influenced by the readiness or unreadiness of responses, as well as by their strength.
50
Indetifiability
Identification or placement of a situation is a first response of the nervous system, which can recognize it. Then connections may be made to one another or to another response, and these connections depend on the original identification. Therefore, a large amount of learning is made up of changes in the identifiability of situations.
51
Availability
The ease of getting a specific response
52
Radical Behaviourism
Philosophy of the science of behaviour
53
Humanist Psychology
Holds a hopeful, constructive view of human beings and of their substantial capacity to be self determining
54
Carl Rogers
Client Centered Therapy
55
Abraham Maslow
Hierarchy of Needs
56
Rollo May
Existential Psychotherapy
57
Fritz Peres
Gesalt therapy
58
Client Centred Therapy
Relies on clients capacity for self direction, empathy and acceptance to promote clients development
59
Exsistential Therapy
Counsellor and the client reflect on how the client has answered life questions in the past, but attention ultimately emphasizes the choices to be made in the present and future
60
Gestalt therapy
Focuses on the skills and techniques that permit an individual to be more aware of their feelings Focuses on the present
61
Positive Psychology
Combines emotion and intuition with reason and research Emphasizes empathetic listening (similar to client centred therapy)
62
Flow
A state of optimal performance
63
Cognitive Psychology
the study of mental processes such as attention, memory, perception, language use, problem solving, creativity, and thinking.

Psychology 121 (11 decks)

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