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Psyc 200 > Psyc 200 > Flashcards

Psyc 200 Flashcards

Midterm 1

1
Q

Psychology

A

the diverse scientific study of behaviour and the mind

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2
Q

Behaviour

A

actions/responses that we can directly observe, i.e. HR

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3
Q

Mind

A

internal states/processes (thoughts/feelings), cannot be directly observed… INFERRED

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4
Q

Biopsychology

A

how brain processes, genes, and hormones influence actions, thoughts, and feelings
i.e. do hormones affect aggression?

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5
Q

Evolutionary Psychology

A

how evolution shapes our minds and behaviours

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6
Q

Neuroscience

A

focusses on brain processes and regions

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7
Q

Developmental Psychology

A

examines physical, psychological, and social development across the entire lifespan
i.e. does mental capacity change in the elderly?

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8
Q

Experimental Psychology

A

basic processes like basic learning, sensation, and perception… motivation - mainly non-human
i.e. vertical/horizontal line room, bell ringing with food

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9
Q

Cognitive Psychology

A

“higher mental processes”, memory, judgement, decision-making, problem-solving, attention, creativity, etc.
i.e. what is the best way to remember info for a test?

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10
Q

Psycholinguistics

A

area within cognitive psychology that studies language processes
i.e. best way to learn to read?

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11
Q

Industrial-Organizational Psychology

A

behaviour in the workplace, business related topics like leadership, teamwork, job satisfaction, etc.

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12
Q

Personality Psychology

A

focusses on personality traits

i.e. how to test personality? are there core personality traits?

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13
Q

Social Psychology

A

how people think about, feel about, and behave towards other people, how we behave in groups, influence each other, and form impressions/attitudes
i.e. ads, racism, why don’t we like certain people?

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14
Q

Clinical Psychology

A

mental disorders and how to overcome them

i.e. what treatments? how to help those with PTSD?

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15
Q

Why do we need science?

A
  1. Failure to consider alternate ways of thinking
  2. Conformation Bias - only pay attention to pre-existing beliefs
  3. Mental Shortcuts - i.e. Montreal is further north than Seattle, actually false
    - Must be gathered with empirical evidence and systematic (certain rules, consistent)
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16
Q

Systematic Observation

A

specific test that is objectively scored in a controlled environment, like IQ
then used statistics to confirm results

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17
Q

Critical Thinking

A

involves taking an active role, rather than just perceiving facts

  • Most appropriate conclusion?
  • Takes falsification - try to disprove claims/beliefs rather than just believing it to be true
  • Separate fact from fiction
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18
Q

4 Goals of Psychology

A
  1. Describe how people/animals behave
  2. Explain and understand the causes of these behaviours
  3. Predict how people/animals will behave under certain conditions
  4. Influence/control behaviour through knowledge and controlling the causes to enhance human welfare
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19
Q

Basic Science

A

no practical use for now, quest for knowledge purely for its own sake

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20
Q

Applied Science

A

for current practical issues, designed to solve specific practical problems, how to help…

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21
Q

Levels of Analysis

A

Biological, Psychological, and Environmental - all interact with one another

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22
Q

Biological

A

brain processes, genetics, hormone levels, basic needs

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23
Q

Psychological

A

personal thoughts, feelings, motives

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24
Q

Environmental

A

past and current physical/social environment

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25
Q

Interactions: Mind-Body Interaction

A
  • imagine food - digestive enzymes released

- people with “something to live for” often survive illness more/recover faster

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26
Q

Interactions: Environmental-Biological

A
  • Epigenetic: social environment influences genetics, gene expression as a product of the environment you’re in
  • ex. cheek flaps on dominant male gorillas
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27
Q

Philosophy: Mind-Body Dualism

A

mind and body are different - René Descartes

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28
Q

Philosophy: Monism

A

mind and body are one - Thomas Hobbes, John Locke

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29
Q

Philosophy: Structuralism

A

break minds in to small components - Wilhelm Wundt (1st Psychology lab)
What are the pieces and how do they fit?

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30
Q

Philosophy: Functionalism

A

describes adaptive/evolutionary function of the mind, mind itself = adaptation - William James, I/O and Educational psychology have roots in this
What does it do and how is it useful?

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31
Q

Psychodynamic Perspective

A

behaviour on the UNCONSCIOUS level - Freud (URGES, CHILDHOOD SEXUALITY)
1. Humans have inborn sexual and aggressive drives, punished in childhood
2. Leads to anxiety when we feel these urges in adulthood
3. We repress these “unacceptable” urges, feelings, and memories, into the unconscious mind
4. ** Causes UNCONSCIOUS CONFLICT: natural urges vs. desire to repress them
Modern - more on parent/caregiver relationships

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32
Q

Behavioural Perspective

A

Study of overt, OBSERVABLE behaviours (BLANK SLATE, REINFORCEMENT/PUNISHMENT - Thorndike)
Psychology should only focus on behaviour, our environment governs behaviour
John B. Watson = father of behaviourism, only observable behaviour = scientific

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33
Q

Radical Behaviourism

A

B.F. Skinner
*Never resort to internal events (thinking/feeling) as explanations of behaviour
Past experiences dictate future responses
Free will = illusion
Behaviour/Choices = automatic
Behaviour Modification Techniques
- Manipulates environment to increase positive behaviours and decrease negative ones

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34
Q

Cognitive Behaviourism

A

Suggested that thoughts/cognitive processes weren’t really off limits
Albert Bandura
Expectations impacting decision making

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35
Q

Humanistic Perspective

A

emphasizes free will, personal growth, and self actualization (best version of yourself)
Opposes psychodynamics and behaviourism due to the conflict they both have
Abraham Maslow and Carl Rogers
Positive Psych utilizes this

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36
Q

Cognitive Perspective

A

emphasizes thinking and mental processes

Influenced by structuralism and functionalism

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37
Q

Gestalt Psychology

A

how the mind organizes elements into the unified whole

whole = more than sum of its parts

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38
Q

Sociocultural Perspective

A

examines how the social environment and culture influence behaviour, thoughts, and feelings
Social: how does the presence of other people affect
Culture: values, beliefs, etc. passed on

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39
Q

Cross-Cultural

A

how culture is passed on, looks at sim/dif between people of different cultural backgrounds

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40
Q

Biological Perspective

A

how brain processes, genes, bodily functions, and evolution regulate behaviour
Karl Lashley - damage to certain areas of brain = impaired functions
Evolution by natural selection makes some things more likely to be passed on

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41
Q

Scientific Attitudes

A
  1. Curiosity
  2. Skepticism
  3. Open-Mindedness
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42
Q

Steps of Scientific Process

A
  1. Identify question and form hypothesis
  2. Design the study
  3. Collect data
  4. Analyze data
  5. Report findings - develops theories
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43
Q

Good Theories

A
  1. Incorporates existing facts and observations in a single, broad framework
  2. Generate new, testable hypothesis/predictions
  3. Conforms to law of parsimony (simpler = better)
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44
Q

Variable

A

any characteristic or factor that can vary/change

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45
Q

Operational Definition

A

defines a variable in terms of the specific procedures used to measure or produce it - how the experiment will observe/measure something

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46
Q

Measuring Variables: Self-Report/Report by others

A

asking people to report their own knowledge, beliefs, feelings, experiences, etc.

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47
Q

Social Desirability Bias

A 
tendency to respond in a socially acceptable manner, rather than admitting how one truly feels/behaves
Avoid by:
- Carefully wording questions
- Participant anonymity
- Over-claiming questionnaire
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48
Q

Measuring Variables: Measures of Overt Behaviours

A

record directly-observable behaviour (Rxn time, errors on test), must be reliable measurements to ensure consistency, unobtrusive

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49
Q

Observer Effect

A

we behave dif when being watched, researched can disguise presence (hidden camera, other reason to be there)

50
Q

Habituation

A

eventually we forget that researcher is there an act normally

51
Q

Archival Measures

A

uses existing records/documents, i.e. class grades used to determine best teaching style

52
Q

Measuring Variables: Psychological Measures

A

specialized tests that measure different variables i.e. personality tests, intelligence tests

53
Q

Measuring Variables: Physiological Measures

A

includes HR, BP, resp. rate, hormones, brain function, etc.

However, hard to determine what these actually mean

54
Q

Descriptive Research

A

describes how people and animals behave, especially in natural settings/real life
METHODS: Case Studies, Naturalistic Obs., Survey

55
Q

Case Study

A

In-depth analysis of one individual, small group, or an event
ADV. - good for rare occurrences, generates new hypothesis, challenges validity of science
DIS. - not good for cause and effect, not easily generalized, measurement/observer bias (expectations)

56
Q

Naturalistic Observation

A

observing behaviour in its natural setting, videos, in-depth notes
ADV. - good description of real world behaviour
DIS. - not good for cause/effect, measurement/observer bias, anthropomorphic error (giving animals human qualitites)

57
Q

Survey

A

administering questionnaires, surveys, interviews
ADV. - efficient, good to track opinions over time
DIS. - cannot determine case/effect, based on self-reports (social desirability bias, confusion, watch sampling)

58
Q

Correlation Method

A

research technique in which 2 or more variables are measured to determine if they are related in a systematic way - nothing is manipulated

59
Q

Steps to Correlation

A
  1. Measure one variable
  2. Measure a second variable
  3. Statistically determine whether or not theses variables are related (calculate correlation coefficient ‘r’)
60
Q

Correlation Coefficient (r)

A

tells us direction and strength of relationship
+/- tells us direction of relationship
abs. value of number tells us how strong the relationship is (near 0 = little/no correlation and dots far from line, very strong = close to +/- 1.00 and dots close to line)

61
Q

Positive Correlation

A

+ slope, when one variable increases, so does the other

62
Q

Negative Correlation

A
  • slope, when one variable increases, the other tends to decrease
63
Q

No Correlation

A

slope = 0, variables are unrelated

64
Q

Directionality Problem

A

uncertain which variable causes changes in the other
i.e. watching TV = more fights
fights = watching more TV

65
Q

Third Variable Problem

A

correlation may be caused by a 3rd variable
leads to spurious correlations
we cannot know for certain what causes the relationships

66
Q

Issues with Correlations

A
  1. can’t ethically or practically control some variables (i.e. heights, religious beliefs)
  2. Even without causation, can still use correlations to make predictions (i.e. high school grades -> uni success)
67
Q

Experimental Method

A

one or more variables manipulated to determine if it influences other variables

68
Q

Steps of Experiment

A
  1. Manipulate one or more variables (IV)
  2. Measure effect on other variables (DV)
  3. Control extraneous factors
69
Q

Control Group

A

receives no treatment, “zero-level” of independent variable

70
Q

Experimental Groups

A

receives some treatment, can have multiple levels of treatment (i.e. dosage, type of drug)

71
Q

Between-Subjects Design

A

different groups of participants are assigned to each “level” of IV, one control or experimental

  • Ensure groups are equal
  • Random assignment (ensures groups with be equivalent at beginning of the study)
72
Q

Within-Subjects Design

A

each participant is exposed to all level of IV, all subjects experience all treatments at some point

  • Order of conditions can make a difference
  • Counterbalancing solves this, order of conditions is varied btwn people
73
Q

Interaction

A

how much/the way that one IV affects the DV depends of the 2nd IV

74
Q

Inferential Statistics

A

allows us to determine whether difference between groups or levels of the independent variable are “real” or “big enough” differences

75
Q

Replication

A

repeat expt. with the same conditions to make conclusions stronger

76
Q

Meta-Analysis

A

combines the results of many studies on the same topic

77
Q

4 Key Concepts in Psych Testing

A
  1. Reliability
  2. Validity
  3. Sampling
  4. Standardization
78
Q

Reliability

A

how consistent a measurement is

79
Q

Reliability: Test-Retest Reliability

A

are results stable over time?

80
Q

Reliability: Inter-Judge Reliability

A

would different people agree on the same scores for the same person’s test?

81
Q

Reliability: Internal Consistency

A

do all parts of the experiment relate to one another/measure the same thing?

82
Q

Validity

A

how well a test measures what it is supposed to

83
Q

Validity: Construct Validity

A

does the test measure the construct of interest? i.e. does IQ actually measure intelligence?

84
Q

Validity: Content Validity

A

does the test measure all areas of the topic being tested?

85
Q

Validity: Criterion-Related Validity

A

do results correlate to something meaningful? i.e. IQ actually does correlate to success in life

86
Q

Sampling

A

must have representative sample, reflects the important characteristic of the entire population

87
Q

Standardization

A
  1. Define controlled testing procedures - everyone should take the test under the same conditions
  2. Developing Norms - what are the results relative to others
88
Q

Internal Validity

A

degree to which the experiment supports clear casual conclusions, designed carefully = high internal validity

89
Q

Threats to Internal Validity: External Validity

A

degree to which the results can be generalized to other pops., settings, and conditions, can you apply to broader group than what was tested?

90
Q

Threats to Internal Validity: Research Participation Bias

A

changes in participant behaviour caused by the unintended influence of their expectations

91
Q

Threats to Internal Validity: Placebo Effect

A

Type of RPB
i.e. drug trial - some people feel better even though it wasn’t effective simply because they were expecting to feel better
expectations altered by: pill colours, size, dosage, what you think you’re getting

92
Q

Single-Blind Study

A

Avoid RPB and Placebo

Participants don’t know if they are in the experimental or control group

93
Q

Threats to Internal Validity: Researcher Bias

A

changes in participant behaviour caused by unintended influence of the researcher - treating differently causes SELF-FULFILLING PROPHECY

94
Q

Double-Blind Study

A

Avoid RB
Neither research participants NOR the person giving the drug knows whether the participant is in the experimental or control groups

95
Q

Confounding Variables

A

intertwined with the IV, prevents us from knowing if it was the IV or the confounding variable that actually makes you smarter
i.e. listening to Mozart makes you smarter… but we cannot know for certain if this is actually true due to other factors

96
Q

External Validity

A

degree to which results can be generalized to other populations, settings, and conditions
Replication = high external validity (generalizes well)

97
Q

Code of Ethics

A
  1. Protect and promote the welfare of participants
  2. Avoid doing harm to participants
  3. Not carry out any studies unless the probable benefit is greater than the risk
  4. Ensure privacy and confidentiality
  5. Provide INFORMED CONSENT
98
Q

Controversy in Ethics: Incomplete Disclosure/Deception

A

misleading participants about the purpose of the study

  • Only allowed when there is no other alternative or the research benefits outweigh the ethical costs
  • If so, researchers must debrief the subjects at the end on what happened
99
Q

Controversy in Ethics: Internet Discussions

A

record and analyze online discussions

i.e. joining hate groups

100
Q

Human Brain

A

3 lbs.

101
Q

Neurons

A

arranged in a network to send/receive electrical signals
85-100 billion neurons in the brain
1 quadrillion interconnections
avg. of 10000 connections/neuron

102
Q

Glial Cells

A

“nurse cells”, take care of the neurons, keep them in place, create nutrients, absorb toxins/waste

103
Q

Sensory Neurons

A

detect external stimuli and send signals to brain/spinal cord
i.e. rods/cones, pain receptors

104
Q

Association/Inter-neurons

A

get messages from other neurons, combine/associate them, and pass along the response
like hearing 1000 voices and condensing into 1 so it makes sense
Far away and most common

105
Q

Motor Neurons

A

Carry signals from CNS to muscles, organs, etc.

106
Q

Dendrites

A

receive messages from other neurons

107
Q

Cell Body/Soma

A

combines and processes all incoming signals from dendrites, can also receive signals directly
- Maintains cell viability (nucleus, DNA, cell metabolism)

108
Q

Axon

A

sends out signals (electrical impulses) to other neurons, muscles, or glands

109
Q

Resting Potential

A

refers to when a neutron has built up a charge and is ready to fire

  • Na/K Pump moves Na+ and K+ ions across the membrane
  • 3Na+ out, 2K+ in, inside is more negative wrt to the outside
  • Sodium wants to get inside the cell, K vice versa
  • But ion channels are closed
110
Q

Polarized

A

if the charge on one side of the neutron is different than the other
Difference = -70mV

111
Q

Action Potential

A

when a neuron fires, the ion concentrations change along the axon causing DEPOLARIZATION (reverses to +40mV)

112
Q

Propogated Response

A

depolarization occurs in a pulse, travels down the axon without decreasing in size - ALWAYS THE SAME SIZE

113
Q

STEP 1

A
  1. Sodium channel opens - raises membrane potential about -50mV THRESHOLD - action potential begins
    (less than 1 ms)
114
Q

STEP 2

A
  1. Influx of sodium causes the next channel(s) to open
    - sodium channels are blocked by a + charged ion, when + Na+ come near to channel the molecule is knocked out of the way
    - wave-like depolarization
115
Q

STEP 3

A
  1. As the next Na+ channel opens, 2 things happen:
    - First Na+ channel slams shut again
    - K+ channels open and K+ rushed out of the cell
116
Q

STEP 4

A
  1. At this point, Na+ is inside the cell, and K+ is outside
    - cell re-polarizes to -70mV
    - but Na+ and K+ are on the wrong sides of the cell, so the sodium/potassium pump expels 3Na and brings in 2K
117
Q

Hyper-polarization

A

GETS EXTRA NEGATIVE, eventually, the ‘stragglers’ are pumped in and the resting potential is reached

118
Q

Refractory Period

A

the period of time after a neuron has fired during during which it cannot fire (1-2 ms)

119
Q

All-or-None

A

action potentials always occur at the same, maximal intensity, or they don’t occur at all (-50mV)

120
Q

Myelin Sheath

A

fatty layer of insulation surrounding an axon, makes sending signals much faster, looks like beads on strong, not all neurons have this, disruption = MS

121
Q

Neurotransmitter

A

chemical substances that help neurons communicate with each other

Psyc 200 (1 decks)

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