Cram Session Flashcards
(183 cards)
1
Q
unconscious forgetting of anxiety-producing memories
A
repression
2
Q
deliberate, conscious form of fogetting
A
suppression
3
Q
person attributes their forbidden urges to others
A
projection
4
Q
repressed wish is warded off by its diametrical opposite
A
reaction formation
5
Q
process of developing a socially acceptable explanation for inappropriate behavior or thoughts
A
rationalization
6
Q
reverting to an earlier stage of development
A
regression
7
Q
transforming unacceptable urges into socially acceptable behaviors
A
sublimation
8
Q
pent-up feelings are discharged on objects and people less dangerous than those objects or people causing the feelings
A
displacement
9
Q
proposed gain-loss principle
A
Aronson and Lindor
10
Q
studied conformity with lengths of lines
A
Asch
11
Q
developed social learning theory
A
Bandura
12
Q
developed self-perception theory; androgyny
A
Bem
13
Q
doll preferences
A
Clark and Clark
14
Q
two factors that could lead to non-helping: social influence and diffusion of responsibilities
A
Darley and Latane
15
Q
suggested gender differences in conformity where not due to gender but to differing social roles
A
Eagly
16
Q
developed cognitive dissonance theory and social comparison theory
A
Festinger
17
Q
balance theory; attribution theory, and dispositional and situation attributions
A
Heider
18
Q
studied attitude change
A
Hovland
19
Q
groupthink
A
Janis
20
Q
belief in a just world
A
Lerner
21
Q
three categories of leadership: autocratic, democratic, and laissez-faire
A
Lewin
22
Q
studied psychological inoculation to resist persuastion
A
McGuire
23
Q
studied obedience
A
MIlgram
24
Q
studied political norms
A
Newcomb
25
developed elaboration likelihood model of persuasion
Petty and Cacioppo
26
relationship between anxiety and the need of affiliation
Schachter
27
autokinetic effect and Robber's Cave experiement
Sherif
28
mere exposure effect and social facilitation effect
Zajonc
29
prison simulation
Zimbardo
30
strange situation
Ainsworth
31
relationship between parental style and discipline
Baumrind
32
attachment in human children
Bowlby
33
children have an innate capacity for language acquistion; surface structure and deep structure of a sentence; transformational rules
Chomsky
34
eight stages of psychosocial development covering the entire lifespan
Erikson
35
five stages of psychosexual development
Freud, S
36
development due primarily to maturation
Gesell
37
males and females have different orientations toward morality
Gilligan
38
founder of developmental psychology
Hall
39
contact comfort in bond formation
Harlow
40
longitudinal study to examine developmental trajectories of children's temperment
Kagan
41
moral development using moral dilemmas
Kohlberg
42
tabulas rasa
Locke
43
imprinting in birds
Lorenz
44
four stages of cognitive development
Piaget
45
development could unfold without help from society
Rousseau
46
longitudinal study of gifted children
Terman
47
genetic basis of maze-running rats
Tryon
48
zone of proximal development
Vygotsky
49
breaks consciousness into elements by using introspection
Structuralism
50
stream of consciousness; studies how mind functions to help people adapt to environment; attacked structuralism
Functionalism
51
psychology as objective study of behavior; attacked mentalism and the use of introspection
Behaviorism
52
whole is something other than the sum of its parts
Gestalt
53
behaviorism is not adequate explanation of human behavior; humans think, believe, are creative
Cognitivism
54
behavior is a result of unconscious conflicts, repression, defense mechanisms
Psychoanalysis
55
looks at people as wholes; humans have free will; psychologists should study mentally healthy people, not just mentally ill/maladjusted ones
Humanism
56
human behavior must be considered within the context of complex systems
Systems psychology
57
psychodynamic theorist; inferiority complex
Adler
58
trait theorist; functional autonomy; idiographic vs. nomothetic
Allport
59
trait theorist who used factor analysis to study personality; fluid vs. crystallized intelligence
Cattell
60
psychoanalytic concepts within a behaviorist framework; approach-avoidance conflicts
Dollard and Miller
61
trait theorist who proposed two main dimensions: introversion-extroversion and emotional stability-neuroticism
Eysenck
62
psychodynamic theorist who suggested there were three ways to relate to others: moving toward, moving against, and moving away from
Horney
63
psychodyanmic theorist; personal unconscious vs. collective unconscious; archetypes
Jung
64
individual as a scientist
Kelly
65
phenomenological personality theorist who developed field theory
Lewin
66
phenomenological personality theorist know for hierarchy of needs and self-actualization
Maslow
67
need for achievement
McClelland
68
critic of trait theories
Mischel
69
studied locus of control
Rotter
70
attempted to relate body type (somatotype) to personality type
Sheldon
71
field dependence using rod-and-frame test
Witkin
72
cognitive behavior therapist known for theory for depression
Beck
73
rational-emotive therapy
Ellis
74
developed system to classify mental disorders
Kraepelin
75
client-centered therapy; unconditional positive regard
Rogers
76
complex perceptual, cognitive, and behavioral processes
cerebral cortex
77
movement
basil ganglia
78
emotion and memory
limbic system
79
sensory relay station
thalamus
80
hunger and thirst, emotion
hypothalamus
81
sensorimotor reflexes
inferior and superior colliculi
82
refined motor movements
cerbellum
83
vital functioning
medulla oblongata
84
arousal, alertness, and attention
reticular formation
85
hunger center; lesions lead to aphagia (lacking hunger)
lateral hypothalamus
86
satiety center; lesions lead to hyperphagia (very hungry)
ventromedial hypothalamus
87
sexual activity; lesions lead to inhibition of sexual arousal
anterior hypothalamus
88
pleasure center identified by Olds and Millner; inhibits aggression
septal nuclei
89
defensive and aggressive behavior; studied by Kluver and Bucy
Amygdala
90
memory
Hippocampus
91
letters, word; language related sounds, speech, writing, arithmetic, complex voluntary movement
dominant hemisphere
92
faces, music, emotions, creativity, sense of direction
nondominant hemisphere
93
voluntary muscle control; Alzheimer's disease
Acetylcholine
94
fight or flight responses
Epinephrine (adrenaline)
95
wakefulness and alertness; depression and mania
Norepinephrine (noradrenaline)
96
smooth movements and steady posture; schizophrenia and Parkinson's disease
Dopamine
97
mood, sleep, eating, dreaming; depression and mania
Serotonin
98
brain "stabilizer"; anxiety disordes
GABA
99
natural pain killer
Endorphin
100
Benzodiazepines
reduces anxiety
101
barbiturates
sedatives
102
amphetamines
narcolepsy
103
tricyclics and MAO inhibitors
depression
104
methylphenidate (Ritalin)
ADHD
105
chlorpromazine (Thorazine)
schizophrenia
106
Haloperidol (Haldol)
schizophrenia
107
Lithium
Bipolar
108
identified parts of the brain associated with producing language
Broca
109
studied flight or flight; investigated homeostatis
Cannon
110
demonstrated simple learning behavior is sea snails
Kandel
111
studied how brain damage leads to impairment in sensory, motor, and language functions
Luria
112
used electrodes and electrical stimulation to map the brain
Penfield
113
identified part of the brain associated with understanding spoken language
Wernicke
114
caused by the regeneration of rhodopsin
dark adaptation
115
three types of color receptors
Young and Helmholtz (trichromatic)
116
three opposing pairs
Hering (opponent process)
117
traveling wave theory of pitch
Bekesy
118
developed a list of depth cues
Berkeley
119
proposed filter theory of attention
Broadbent
120
developed the visual cliff
Gibson, E. and Walk
121
texture gradiants
Gibson, J.
122
developed place-resonance theory of pitch
Helmholtz
123
feature detection in visual cortex
Hubel and Wiesel
124
theory of isomorphism; insight in problem solving
Kohler
125
gate theory of pain
Melzack and Wall
126
refined ROC curve in signal detection
Swets
127
proposed volley theory of pitch
Wever and Bray
128
size constancy depends on apparent distance
Emmert's law
129
instinctual drift
Breland and Breland
130
studied taste-aversion learning
Garcia
131
developed principles of operant conditioning
Skinner
132
proposed law of effect; puzzle boxes to study problem solving in cats; trial and error learning
Thorndike
133
introduced experimental methods into field situations
Tinbergen
134
studied communication in honeybees
von Frisch
135
developed systematic desensitization to eliminate phobias
Wolp
136
behavior will be reinforced after a fixed number of responses (piecework)
Fixed-ratio
137
behavior will be reinforced after a varying number of responses (slot machines)
Variable-ratio
138
behavior will be reinforced for the first response after a fixed period of time has elapsed since the last reinforcement (going to the office to pick up bimonthly paycheck)
Fixed-interval
139
behavior will be reinforced for the first response after a varying period has elapsed since the last reinforcement (parent responding to crying child [from child's perspective])
Variable-interval
140
investigated the role of schemata in memory; memory is largely reconstructive
Bartlett
141
spreading activation model of semantic memory
Collins and Loftus
142
levels-of-processing theory of memory
Craik and Lockhart
143
studied memory using nonsense words and the method of savings; developed the forgetting curve
Ebbinghaus
144
theory of multiple intelligences
Gardner
145
devised divergent thinking to test creativity
Guilford
146
investigated heuristics in decision making
Kahneman and Tversky
147
studied eyewitness testimony
Loftus
148
water-jar problem to study effects of mental sets
Luchins
149
found support for gender differences in verbal abilities
Maccoby and Jacklin
150
parallel distributed processing theory
McClelland and Rumelhart
151
found capacity for short-term memory is seven (plus or minus two)
Miller
152
dual-code hypothesis
Paivio
153
semantic feature-comparison model
Smith, Shoben, and Rips
154
individual differences in intelligence were largely due to differences in amount of a general factor and a specific factor
Spearman
155
studied capacity of sensory memory using partial-report method
Sperling
156
proposed triarchic theory that divides intelligence into three types: componential, experiential, and contextual
Sternberg
157
used factor analysis to study primary mental abilities
Thurstone
158
hypothesized that language determines how reality is perceived
Whorf
159
does the test measure various facets of the subject?
Content validity
160
does the test look like it measures knowledge of the subject?
Face validity
161
does a written driving test indicate performance on the subsequent road test?
Criterion and Concurrent validity
162
does test performance predict future success as a history major?
Predictive validity
163
is test performance correlated with performance on a test measuring a theoretically related variable?
Construct and Convergent validity
164
is test performance not correlated with performance on a test measuring a theoretically related variable?
Discriminate validity
165
names (political affiliation)
Nominal/categorical
166
ranks (order of finish in horse race)
Ordinal
167
equal intervals (temperature); addition/subtraction
Interval
168
equal intervals + true zero point (income); add/subtract/multiply/divide
Ratio
169
introduced the concept of mental age
Binet and Simon
170
developed the RIASEC model of occupational themes
Holland
171
suggested that there were genetically based racial differences in IQ
Jensen
172
developed the Thematic Apperception Test (TAT); projective test designed to measure personality
Morgan and Murray
173
developed sentence completion test; projective test to measure personality
Rotter
174
developed the concept of ratio IQ
Stern
175
revised Binet-Simon IQ test
Terman
176
awareness of emotion reflects our physiological arousal and our cognitive experience of emotion
Cannon-Bard
177
people become aware of their emotions after they notice their physiological reactions to some external event
James-Lang
178
subjective experience of emotion is based on the interaction between changes in physiological arousal and cognitive interpretation of that arousal
Schachter and Singer (two-factor theory)
179
executive functioning
frontal lobe
180
hearing
temporal lobe
181
touch, temperature, and pain
parietal lobe
182
vision
occipital lobe
183
latent learning (knowledge only becomes clear when given an incentive to show it)
Tolman
