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names Flashcards

(111 cards)

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1
Q

Aronson, E., Linder, D.

A

Propsed gain-loss principle (an evaluation that changes will have more effect thatn an evaluation that remains constant)

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2
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Asch, S.

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Studied conformity by asking subjects to compare the lengths of lines.

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3
Q

Bem, D.

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Developed self-perception theory as an alternative to cognitive dissonance theory.

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4
Q

Clark, K., Clark, M.

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Performed study on doll preferences in African-American children; the results were used in the 1954 Brown v. the Topeka Board of Education Supreme Court case.

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5
Q

Darley, J., Latane, B.

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Proposed that there were two factors that could lead to non-helping: social influence and diffusion of responsibility

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6
Q

Eagly, A.

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Suggested that gender differences in conformity were not due to gender per se, but to differing social roles.

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7
Q

Festinger, L.

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Developed cognitive dissonance theory, also developed social comparison theory

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8
Q

Hall, E.

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Studied the norms for interpersonal distance in interpersonal interactions

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9
Q

Heider, F.

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Developed balance theory to explain why attitudes change; also developed attribution theory and divided attributions into two categories: dispositional and situational

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10
Q

Hovland, C.

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Studied attitude change

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11
Q

Janis, I.

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Developed the concept of groupthink to explain how group decision making can sometimes go awry

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12
Q

Lerner, M.

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Proposed concept of belief in a just world

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13
Q

McGuire, W.

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Studied how psychological inoculation could help people resist persuasion

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14
Q

Milgram, S.

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Studied obedience by asking subjects to administer electroshock; proposed stimulus-overload theory to explain differences between city and country dwellers

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15
Q

Newcomb, T.

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Studied political norms

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16
Q

Petty, R., Cacioppo, J.

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Developed elaboration likelihood model of persuasion (central and peripheral routes to persuasion)

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17
Q

Schachter, S.

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Studied relationship between anxiety and the need for affiliation

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18
Q

Sherif, M.

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Used autokinetic effect to study conformity; also performed Robber’s Cave experiment and found that having superordinate goals increased intergroup cooperation

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19
Q

Zajonc. R.

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Studied the mere exposure effect; also resolved problems with the social facilitation effect by suggesting that the presence of others enhances the emission of dominant responses and impairs the emission of nondominant responses

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20
Q

Zimbardo, P.

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Performed prison simulation and used concept of deindividuation to explain results

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21
Q

Adler, A.

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Psychodynamic theorist best known for concept of inferiority complex

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22
Q

Allport, G.

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Trait theorist known for concept of functional autonomy; also distinguished between idiographic and nomothetic approaches to personality

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23
Q

Bandura, A.

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Behaviorist theorist known for his social learning theory; did modeling experiment using punching bag (“Bobo” doll)

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24
Q

Bem, S.

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Suggested that masculinity and femininity were two separate dimensions; concept of androgyny

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25
Cattell, R.
Trait theorist who used factor analysis to study personality. Divided intelligence into fluid and crystallized and looked at how they change throughout the lifespan
26
Dollard, J. and Miller, N.
Behaviorist theorist who attempted to study psychoanalytic concepts within a behaviorist framework; also known for their work on approach-avoidance conflicts
27
Erikson, E.
Outlined eight stages of psychosocial development overing the lifespan
28
Eysenck, H.
Trait theorist who proposed two main dimensions on which human personalities differ: introversion-extroversion and emotional stability-neuroticism
29
Freud, A.
Founder of ego psychology
30
Freud, S.
Originator of psychodynamic approach to personality
31
Horney, K.
Psychodynamic theorist who suggested that there were three ways to relate to others: moving toward, moving against, moving away from
32
Jung, C.
Psychodynamic theorist who broke with Freud over the concept of libido; suggested that the unconscious should be divided into the personal unconscious and the collective unconscious, with archetypes being in the collective unconscious.
33
Kelly, G.
Based personality theory on the notion of "individual as scientist"
34
Kernberg, O.
Object-relations theorist
35
Klein, M.
Object-relations theorist
36
Lewin, K.
Phenomenological personality theorist who developed field theory
37
Mahler, M.
Object-relations theorist
38
Maslow, A.
Phenomenological personality theorist known for developing a hierarchy of needs and for the concept of self-actualization
39
McClelland, D.
Studied need for achievement (nAch)
40
Mischel, W.
Critic of trait theories of personality
41
Rogers, C.
Phenomenological theorist who found empathy, congruence, and unconditional positive regards to be important aspects; person-centered
42
Rotter, J.
Studied locus of control
43
Sheldon, W.
Attempted to relate somatotype (body type) to personality type
44
Skinner, B.F.
Operant conditioning pioneers worked with pigeons and mice in operant chambers
45
Winnicott, D.W.
Object-relations theorist
46
Witkin, H.
Studied field-dependence and field-independence using the rod and frame test
47
Broca, P.
French anatomist who identified the part of the brain primarily associated with producing spoken language (_____'s Area)
48
Cannon, W.
Physiologist who studied the autonomic nervous system, including "fight or flight" reactions; investigated homeostasis; and with Bard, proposed _______-Bard theory of emotions
49
Kandel, E.
Demonstrated that simple learning bx in sea snails (Aplysia) is associated with changes in neurotransmission
50
James, W. and Lange, C.
Proposed the James-Lange two-factor theory of emotions
51
Kluver, H. and Bucy, P.
Studied loss of normal fear and rage reactions in monkeys resulting from damage to temporal lobes; also studied in amygdala's role in emotions
52
Luria, A.
Russian neurologist who studied how brain damage leads to impairment in sensory, motor, and language functions
53
Milner, B.
Studied severe anterograde amnesia in H.M., a patient whose hippocampus and temporal lobes were removed surgically to control epilepsy
54
Olds, J., and Milner, P.
Demonstrated existence of pleasure center in the brain using "self-stimulation" studies in rats
55
Penfield, W.
Canadian neurosurgeon who used electrodes and electrical stimulation techniques to "map" out different parts of the brain during surgery
56
Schachter, S. and Singer, J.
Proposed the Schachter-Singer two-factory theory of emotions
57
Sherrington, C.
English physiologist who first inferred the existence of synapse
58
Sperry, R. and Gazzaniga, M.
Investigated functional differences between left and right cerebral hemispheres using "split-brain" studies
59
Wernicke, C.
German neurologist who identified the part of the brain primarily associated with understanding spoken language (_______'s Area)
60
Bekesy,G.
Empirical studies led to traveling wave theory of pitch perception which, at least partially, supported by Helmholtz's place-resonance theory
61
Berkeley, G.
Developed a list of depth cues that help us to perceive depth
62
Broadbent, D.
Proposed filter theory of attention
63
Fechner, G.
Developed ________ Law, which expresses the relationship between the intensity of the stimulus and the intensity of the sensation
64
Gibson, E. and Walk, R.
Developed the visual cliff apparatus, which is used to study the development of depth perception
65
Gibson, J.
Studied depth cues (esp. texture gradients) that help us to perceive depths
66
Helmholtz, H.
Developed Young-_______ trichromatic theory of color vision; developed place-resonance theory of pitch perception
67
Hering, E.
Developed opponent process theory of color vision
68
Hubel, D. and Wiesel, T.
Studied feature detection in visual cortex and discovered simple, complex and hypercomplex cells
69
Kohler, W.
developed theory of isomorphism
70
Melzack, R. and Wall, P.
Proposed gate theory of pain
71
Stevens, S. S.
Developed ______ law as an alternative to Fechner's Law
72
Swets, John A.
Refined ROC curves in signal detection theory
73
Wever, E. and Bray, C.
Proposed volley theory of pitch perception in response to a criticism of the freqency theory of pitch perception
74
Yerkes, R. and Dodson, J.
Developed ______-______ Law which states that performance is best at intermediate levels of arounsal
75
Bandura, A.
Studied observational learning
76
Breland, K. and Breland, M.
Discovered and studied instinctual drift
77
Darwin, C.
Proposed theory of evolution and natural selection as its centerpiece
78
Garcia, J.
Studied taste aversion learning and proposed that some species are biologically prepared to learn connections between certain stimuli
79
Kohler, W.
Studied insights in problem solving
80
Lorenz, K.
Ethologists who studied unlearned, instinctual bxs in the natural environment
81
Pavlov, I.
Discovered the basic principles of classical conditioning
82
Premack, D.
Suggested _______ Principle: that a more-preferred activity could be used to reinforce a less-preferred activity
83
Rescorla, R.
Performed experiements which showed that contiguity could not fully explain classical conditioning; proposed contingency theory of classical conditioning
84
Skinner, B.F.
Developed principles of operant conditioning; _______ Box (rats)
85
Thorndike, E.
Proposed the law of effect; used puzzle boxes to study problem solving in cats
86
Tinbergen, N.
Ethologists who introduced experimental methods into field situations
87
von Frisch, K.
Ethologist who studied communication in honey bees
88
Watson, J.
Performed experiment on Little Albert that suggested that the acquisition of phobias was due to classical conditioning; school of Bxiorism founder; stimulus-response chains
89
Wilson, E. O.
Developed sociobiology
90
Wolpe, J.
Developed method of systematic desensitization to eliminate problems
91
Bartlett, F.
Investigated the role of schemata in memory; concluded that memory is largely a reconstructive process.
92
Cattell, R.
Trait theorist who used factor analysis to study personality
93
Chomsky, N.
Distinguished between the surface structure and deep structure of a sentence; studied transformational rules that could be used to transform one sentence into another
94
Collins, A. and Loftus, E.
Devised the spreading activation model of semantic memory
95
Craik, F. and Lockhart, R.
Developed the levels-of-processing theory of memory as an alternative to the stage theory of memory
96
Ebbinghaus, H.
Studied memory using nonsense syllables and the method of savings
97
Gardner, H.
Proposed a theory of multiple intelligences that divides intelligence into seven different types, all of which are equally important; traditional IQ tests measure only two of the seven types
98
Guilford, J.
Devised divergent thinking test to measure creativity
99
Kahneman, D. and Tversky, A.
Investigated the use of heuristics in decision making ; studied the availability heuristic and the representativeness heuristic
100
Loftus, E.
Studied eyewitness memory and concluded that our memories can be altered by presenting new information or by asking misleading questions
101
Luchins, A.
Used the water-jar problem to study the effect of mental sets on problem solving
102
Macoby, E. and Jacklin, C.
Found support for gender differences in verbal ability
103
McClelland, J. and Rumelhart, D.
Suggested that the brain processes information using parallel distributed processing (PDP)
104
Miller, G.
Found that the capacity of short-term memory is seven (plus or minus two) items
105
Paivio, A.
Proposed dual-code hypothesis
106
Smith, E.,Shoben, E., and Rips, L.
Devised the semantic feature-comparison model of semantic memory
107
Spearman, C.
Suggested that individual differences in intelligence were largely due to differences in amount of a general factor called g
108
Sperling, G.
Studied the capacity of sensory memory using the partial-report method
109
Sternberg, R.
Proposed triarchic theory that divides intelligence into three types: componential, experiential, and contextual
110
Thurstone, L.
Used factor analysis to study primary mental abilities - factors more specific than g but more general than s
111
Whorf, B.
Hypothesized that language determines how reality is perceived

Psychology Import (3 decks)

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