Module 1: Building Blocks Flashcards
Memorize before Test 1 on 9/10
1
Q
Psychology
A
The scientific study of thought and behavior
2
Q
What is the most common or modern view/take on psychology?
A
Biopsychosocial- the combination of biology (genes), psychology (long-term patterns of thought), and day-to-day social interactions
3
Q
Clinical Psychology
A
The study, diagnosis, and treatment of mental disorders
4
Q
Cognitive Psychology
A
Focuses on internal processes like thinking and perception
5
Q
Counseling Psychology
A
Helping people deal with short-term problems or less severe disorders, such as grief
6
Q
Community Psychology
A
Focuses on how people are connected to their communities
Works to create social environments that promote good mental health
7
Q
Cultural Psychology
A
Study of how culture impacts our patterns of thought and behavior
Looks at differences in psych among world cultures
8
Q
Developmental Psychology
A
The study of how thought and behavior change and remain the same across the lifespan
9
Q
Educational Psychology
A
Focuses on teachers and students
Studies how people learn and what teaching methods are most effective
10
Q
Evolutionary Psychology
A
Examines how certain behaviors may have developed as an adaptation to a problem faced by our ancestors (deals with historical things)
11
Q
Forensic Psychology
A
Combines psychology and law
12
Q
Industrial/Organizational Psychology
A
Deals with the workplace
How can we make workers more productive and satisfied with their jobs
13
Q
Social Psychology
A
Studies how real or perceived “others” impact our thoughts, feelings, and behaviors
Also studies how groups work with or against each other
14
Q
Nativism
A
People are born with innate knowledge
Aka Nature
Supported by Plato
15
Q
Philosophical Empiricism
A
Knowledge comes from experience
Aka Nurture
Supported by Aristotle and John Locke
16
Q
Trephination
A
Drilling a small hole in the skull to let demons escape
*Outdated
17
Q
Phrenology
A
Bumps/divots in the skull correlate to an excess or lack of certain psych traits
*Outdated
18
Q
Weber + Fechner
A
Real vs perceived world
19
Q
Gestalt
A
Whole is more than the sum of its parts
Sensation + perception = whole experience
20
Q
Structuralism
A
What makes up our consciousness
21
Q
Functionalism
A
The function of our consciousness
Based on Darwin’s theories of evolution and natural selection
22
Q
Wilhelm Wundt
A
The father of psych as a science
Opened the first psych lab in 1879
23
Q
William James
A
Taught the first psych class and wrote the first psych textbook
24
Q
Psychoanalysis
A
Assumes that the unconscious mind is the most powerful influencer of our thoughts and behaviors
Founded by Sigmund Freud
25
Behaviorism
Thoughts/motives don't matter, only observable behavior
Opposite of cognitive psych
Founded by John Watson
26
Humanism
All humans have the capacity to be good and strive for personal growth
27
Kurt Lewin
Wanted behaviorism and cognitive psych to get along
Mind explains behavior
28
G . Stanley Hall
First American PhD in psych;
First psych lab in USA;
Founded of APA
29
Margaret Floy Washburn
First woman to get PhD in psych
30
Francis Cecil Sumner
First Black individual to get a psych PhD
31
Assumption
Starting point in our thinking
32
Empirical
Informed by testable science
33
Theoretically Diverse
There are various viewpoints that are worth discussing
34
Sociohistorical Evolution
Social and political history influences the psychology of study participants
35
Multiple Causality
There can be multiple factors causing a psych concept
36
Confound/Third Variable Problem
There might be a third variable actually causing the change rather than the iv
37
Cultural Heritage matters
Psych isn't universal
Cultural background significantly influences it
38
Subjectivity
Abstract psych concepts can be interpreted differently, leading to disagreements
39
Basic vs Applied Research
Conducted to expand knowledge without real-world applications vs research that does have real-world applications
40
Reciprocal Determinism
Individuals influence each other mutually
41
Skepticism vs Naive Realism
Belief that we can't believe everything we see vs belief that the world is exactly as we see it
42
Peer Review
Process where experts in the field evaluate research to determine if it's worthy of wide-spread support
43
Hindsight Bias
Seeing results and claiming that you "knew it the whole time", even if your original hypothesis was different
44
Overconfidence
Having an excess trust in ourselves despite what evidence suggests
45
Perceiving Patterns
Wanting to find patterns in randomness or chaos
46
Scientific Method
Observe, theory, hypothesis, study, collect data, analyze using statistics, draw conclusions, report, peer review, revise
47
Hypothesis
Testable theory
48
Independent vs Dependent Variables
Causes the change and is manipulated by the experimenter vs what will be changed or what is being measured by the experimenter
49
Operational Definition
How we measure the variables
Taking something abstract and making it measurable and observable
50
Replication
Doing studies multiple times and getting the same results
51
Experiment
The only way to determine causality
Two requirements:
- Experimental groups must be randomly assigned
- Experimenter has to be able to manipulate the iv
52
Quasi-Experiment
When the iv cannot be manipulated by the experimenter
Ex: age and gender
53
Longitudinal vs Cross-Sectional Design
Following the same group of subjects across time vs testing different groups of various ages at the same time
Only applies to when iv is age
54
Naturalistic Observation
Observing participants without their knowledge
Only occurs in public spaces where privacy isn't an expectation
55
Survey
Asking questions and recording answers
56
Between-Subjects vs Within-Subjects Design
Exposing participants to one level of the iv vs exposing participants to each level of the iv
57
Reliability
Getting the same results across multiple instances
58
Validity
Making sure you're measuring the construct that you think you are
59
Internal vs External Validity
The amount of control that the researcher has over the experiment vs how similar the experiment is to the real world
60
Sample vs Population
People participating in your study vs the people you're trying to apply the research to
Want your sample to be representative of your population
61
WEIRD
The types of countries that people who usually participate in studies are from
Western, Educated, Industrialized, Rich, Democratic
62
Self-selection
Participants who choose to participate in your study are different than those who choose not to participate in your study
63
Bias
If your sample is biased, your population must be biased too
64
Descriptive Stats
Describes your data using the mean (average), median (middle), and mode (most commonly occurring data point)
65
Inferential Stats
Tells you if there's a statistical difference between your groups using T-tests (two groups), F-tests (two or more groups), and P-value (how likely it is that the difference is due to chance; set at 0.05 or less)
66
Qualitative vs Quantitative Research
Asking questions with open-ended or unstructured answers vs collecting info using quantifiable measures (like numerics)
67
Common Sense
Intuitive ability to understand the world
68
Experimenter Expectancy Effects
When the researcher's expectations for how the study should go (their hypothesis) and/or their knowledge of who is in which experimental group unintentionally influences the behavior of the participants
69
Demand Characteristics
Subtle cues given by the experimenter that communicates their expectations, which signals to the participants that they should behave in a certain way
70
Hawthorne Effect
People tend to change their behavior when they know they're being observed
71
Social Desirability Bias
People tend to present themselves more favorably when they know they're being observed due to a fear of looking bad or being considered socially unacceptable
72
Single-Blind vs Double-Blind Studies
When the participants don't know which experimental group they're a part of vs when both the researcher and the participants don't know who is in what group
73
Bogus Pipeline
Lying to your participants about there being a lie detector test to make them less likely to lie
People would rather tell the truth, even if it's controversial, than be caught in a lie
74
Meta-analysis
Combining the results of all the research studies that have been done on a specific question and using them to draw a conclusion
75
Ethics
Standards of right and wrong
76
Scientific Misconduct
Intentional ethical violations that includes: plagiarism (passing someone's work or ideas off as your own), falsification (deleting or altering data that you collected), and fabrication (not collecting any data and making all of it up)
77
What are the only circumstances in which deception is permissible in a study?
- it's justified by it's scientific value
- it's part of the research design
- there is no alternative
78
Debriefing
Must be conducted after any study that involved deception, in which you must: come clean about what you lied about, restate the purpose of the study, and give them the chance to ask questions
79
Institutional Review Boards (IRB's)
Evaluate proposed research to see if its methods are valid and ethical
80
Informed Consent
Participants of a study must be informed of what it's about and if there are any potential risks or dangers involved. You must also tell them that they have the right to withdraw at any time
81
Respect for Persons
The dignity and autonomy of participants must be protected. This means that they cannot be coerced into participating, including through monetary compensation
82
Beneficence
Maximize the benefits and minimize the costs of participating
Done through cost-benefit analysis
83
Privacy and Confidentiality
The privacy of the participants must be protected. This means that their identity cannot be directly linked to the data collected in the study
84
Justice or Fairness
The benefits and costs of a study must be distributed equally among the participants
85
Correlation Strength and Direction
Statistics that range from +1.0 to -1.0 that assess the strength of correlation between two variables
Further from 0 = stronger correlation
Positive number = direct relationship
Negative = inverse relationship
86
Normal Distribution
The goal of a study is to have the mean, median, and mode (the measures used in descriptive stats) be the same
87
Universal vs Ecological Perspective
All humans develop in a similar path vs the role of culture/environment on development
88
Teratogens
Things that a pregnant mother is exposed to that could negatively affect the development of the fetus, such as alcohol or the flu
89
Critical vs Sensitive Periods
Time period in which a trait has to be learned or else it can never be learned vs a period when it is easier to learn a trait, but still possible to learn it later after the period has ended
90
Post Hoc Thinking
Making connections that you shouldn't
"B comes after A, so A must have caused B"
91
Stage vs Shift Theories
Must complete one stage before moving on to the next and there is no going back vs development that occurs in a series of shifts that can happen either simultaneously or not
92
Habituation
When a baby directs its attention to new stimuli
93
Social Referencing
Babies tend to look to their caregivers after being presented with new stimuli to understand how they should react to it
94
Authoritarianism
Parenting style characterized by strict rules and strong consequences for breaking them
95
Permissive Parenting
Parenting style characterized by no rules being placed on the child and no punishments even if its warranted
96
Negligent Parenting
Parenting style characterized by being completely uninvolved and not providing your child with the basic amount of sensory and mental stimulation that they need
97
Authoritative
Parenting style characterized by rules that are expected to be followed, but that are communicated about if they're broken. Parents will take into account context and try to understand the "why" when coming up with consequences.
98
Attachment
Emotional bond between a child and their caregiver
99
The Strange Situation
How we understand infant attachment
Examines the differences between how a child responds when their caregiver leaves and when they return
100
Secure Attachment
Caregiver leaves = child upset or not
Caregiver returns = child acknowledges them or is consoled
Generally has the best outcomes
60% of infants
101
Avoidant Attachment
Caregiver leaves = child not upset
Caregiver returns = child doesn't acknowledge them
20% of infants
102
Ambivalent/Anxious Attachment
Caregiver leaves = child is upset
Caregiver returns = child is still upset and cannot be consoled
15% of infants
103
Disorganized Attachment
No clear pattern of response
5% of infants
104
Temperament
Biological tendency to behave in a certain way
Generally appears in the toddler age
Can be either easy, slow to warm, or difficult
105
Prenatal Programming
The process by which events that occur in the womb alter the development of the fetus
106
Pruning
The dying off of certain synapses or neural connections due to a lack of stimulation
107
Jean Piaget
Created two important theories: the stages of cognitive development and the shifts of moral development
108
Sensorimotor Stage
The first stage of development from ages 0-2, in which infants learn about the world through experience, movement, and the senses
Piaget believed that they did this largely independently
Children in this stage struggle with object permanence
109
Preoperational Stage
Second stage from ages 2-6, in which we see the emergence of symbolic thinking
Children in this stage struggle with egotism and lack of conservation
110
Concrete Operational Stage
Third stage from ages 6-11, in which children understand how to manipulate objects that are directly in front of them, but still struggle with abstract thinking
111
Formal Operational Stage
Fourth and final stage from ages 12 to adulthood, in which logic, abstract thinking, and understanding hypotheticals become possible
112
Critiques of Piaget's Cognitive Development Theory
- underestimated the ability of a lot of kids
- assumed universality
- saw the stages as independent rather than capable of stage mixing
113
Object Permanence
The understanding that objects still exist even when they cannot be seen
114
Egotism
Assuming that everyone in the world has the same mental abilities and mental world that you do, making it difficult to picture the world from another person's perspective (aka lacking in theory of mind)
115
Conservation
Understanding that changing an object's shape does not necessarily change it's mass or volume
116
Piaget's Theory of Moral Development
Occurs in three shifts:
Realism to Relativism
Prescription to Principle
Outcomes to Intentions
117
Realism vs Relativism
There are rules and there is no reason to break them vs there are rules but sometimes they have to be broken, but only for a good reason
118
Prescription vs Principle
The letter of the law is the law vs understanding the meaning or intention behind a rule
119
Outcomes vs Intentions
Right and wrong are determined by whether they have good or bad outcomes vs understanding that intentions or the reasoning behind what someone did is important
120
Assimilate vs Accomodate
Another aspect of Piaget's theory of moral development
Taking a new experience and incorporating it into your current understanding of the world vs taking a new experience and using it to change your world view
121
Lawrence Kohlberg
Proposed a three-stage theory of moral development that moved from self-focus to selflessness
122
Preconventional Level
First level of moral reasoning as defined by Kohlberg, in which right and wrong are determined by what is rewarded and punished
123
Conventional Level
Second level of moral reasoning as defined by Kohlberg, in which right and wrong is based on rules set worth by caregivers
124
Postconventional Level
Third and final level of moral reasoning as defined by Kohlberg, in which you come up with your own ideas of right and wrong (aka your moral code)
125
Lev Vygotsky
Different from Piaget in that he believed cognitive development occurs through social interactions
He also though that language was critical to development whereas Piaget though it was simply a consequence of it
126
Zone of Proximal Development
Idea created by Vygotsky, which states that when a child's in their "zone of potential", they will learn better and faster if they're aided by someone more experienced. This is similar to scaffolding, also defined by Vygotsky
127
Scaffolding
When an older individual extensively aids a younger individual as they're learning a concept, but then backs off as the younger individual gets better
128
Private Speech
The language that we speak to ourselves. Kids tend to say these things out loud, but internalize them more as they get older
129
Theory of Mind
Understanding that each person has their own mental abilities and mental world, which is critical to understanding other people's behavior
Deficits can occur in kids with autism and deaf kids of hearing parents
Advancement can occur in kids with older siblings, kids with higher socialization, and kids born into higher socioeconomic status
130
Erik Erikson
Proposed a model of personality development occurring in 8 stages: trust vs mistrust, autonomy vs shame, initiative vs guilt, industry vs inferiority, identity vs confusion, intimacy vs isolation, generativity vs stagnation, integrity vs despair
131
Initiative vs Guilt
Am I good or am I bad?
132
Industry vs Inferiority
Am I competent or am I worthless?
133
Intimacy
The ability to fuse one's identity with another's without fear of losing yourself
134
Generativity vs Stagnation
Did I create new ideas, people, or products? A legacy?
Or am I too self-focused to contribute productively to society or family?
135
Individuation
As defined by Carl Jung: the process by which someone's personality becomes whole and balanced. Those who do not do this, instead clinging to their youth and underdeveloped selves, can spiral into midlife crisis
136
Emerging Adulthood
Ages 18 to 25, defined by identity exploration, instability, self-focus, feeling in-between, and the age of possibilities
137
Developmental Norms
The median age at which specific traits develop
138
Reflexes in babies include:
Rooting, palmar (grasping), sucking, babinski, moro (falling)
139
Cephalocaudal vs Proximodistal Control
Development of control begins at the head and moves downwards vs begins at the trunk and moves outwards
140
How does the most important element of a child's social development change throughout their lifetime?
Birth to school age = parents
Childhood to Puberty = same-sex peers
Puberty and onwards = mixed sex peers
141
Emotional Competence
The ability to control emotions and know when it's appropriate to express certain ones
142
Fluid vs Crystallized Intelligience
Raw mental ability, including pattern recognition, problem solving, working memory, and abstract reasoning vs knowledge that has been gained through experience, education, learning, and practice
143
Semantic Memory
Recalling facts and information
144
What are some ways of measuring age besides years?
Biological- how functional is the body
Psychological- mental attitudes and competency
Functional- ability to function within your given role in society
Social- willingness to follow social norms
145
Socioemotional Selectivity
Younger people tend to seek information relating to the future while older people tend to seek information that is emotionally satisfying
146
Types of Grief
Absent- low before and after
Chronic Grief- low before, high after, long-lasting
Chronic Depression- high before, high after, long-lasting
Common Grief- low before, spikes after, gradually decreases over time
Depressed-Improved- high before, lowers after
