my weakest areas Flashcards
extraneous variable v confounding variable
extraneous: any variable other than IV that may cause unwanted effect on DV.
confounding: variable that was not controlled for and has directly and systematically affected DV.
accuracy
how close a measurement is to the true value of the quantity being measured.
precision
how closely a set of measurement values agree with each other.
systematic errors v random errors
systematic: differ from true value by a consistent amount.
random: differ from true value unsystematically.
repeatability v reproducibility
repeat: extent study produces same results under identical conditions.
reproduce: extent study produces same results under different conditions.
internal validity v external validity
internal: extent to which study truly measures what it claims to
external: extent to which the study’s results can be applied in other contexts
ethical concepts
beneficence: max benefits, min risks
integrity: honest reporting
justice: consideration of others, equality
non-maleficence: avoiding harm
respect: respect of welfare, beliefs and autonomy
ethical guidelines
confidentiality: participant privacy
informed consent: consent
use of deception: deception must be consented to, debriefing of deception must occur
debriefing: post-study care
voluntary participation: no pressure on participants
withdrawal rights: right to stop involvement at any time
physiological responses of sympathetic nervous system
- increased heart rate
- increased breathing rate
- pupil dilation
- adrenal glands secrete stress hormones
- sweat glands activated
- digestion stops
- bladder relaxes
- body releases glucose
physiological responses of parasympathetic nervous system
- heart beats normally
- airways constrict
- pupils constrict
- sweat glands regulated
- digestion normal
- bladder constricts
dopamine v serotonin
dopamine: voluntary motor movements, pleasure, reward-based learning.
serotonin: regulation of mood and sleep.
what happens in primary and secondary appraisals? (lazarus and folkmans)
primary: stimuli is assessed first whether it is benign-positive/irrelevant/stressful, and then whether it is harm-loss/threat/challenge.
secondary: coping resources available are assessed as either adequate or inadequate
context-specific effectiveness
coping strategy is appropriate for unique demands of stressor.
coping flexibility
ability to adjust coping strategy depending on unique + changing demands of stressor.
three phases of operant conditioning
antecedent: stimulus that precedes behaviour.
behaviour: voluntary actions in presence of antecedent.
consequence: outcome of behaviour
types of consequences in operant conditioning
positive = add stimulus
negative = remove stimulus
reinforcement = increase behaviour
punishment = decrease behaviour
5 stages of observational learning
attention: actively focus
retention: mental representation
reproduction: physical and mental capabilities
motivation: desire
reinforcement: consequence that increases likelihood of repeating behaviour
first nation’s australians approaches to learning
- story sharing
- learning maps
- non-verbal
- symbols and images
- land links
- non-linear
- deconstruct/reconstruct
- community links
sensory memory
function: stores raw info detected by senses
capacity: unlimited
duration: 0.2 - 4 seconds
short-term memory
function: temporarily stores info that is consciously being attended to
capacity: 5-9 items
duration: 18 - 30 seconds
long-term memory
function: potentially unlimited amount of information stored for relatively permanent amount of time.
capacity: unlimited
duration: unlimited
explicit memory v implicit memory
explicit: consciously retrieved memories (semantic, episodic)
implicit: unconsciously retrieved memories (procedural)
semantic memory
factual and declarative memory.
episodic memory
personal experiences and events.
