PSYC 2015 Unit 1 Exam Flashcards
Nature vs Nurture Debate
are human behaviors and development due to or more influenced by genetics or environment? Are behavior and development innate or affected by one’s upbringing?
levels of analysis
the interrelatedness of different perspectives: biological, psychological, and environmental; “neurons to neighborhoods” impact; a question of how the most (environmental) and least inclusive (biological) perspectives affect the most central and personal (psychological)
multiply determined
almost all behavior is produced by many factors
Research Design Themes
(how does good RD help?)
Nonmaleficence: RD help to do no harm
Beneficence: RD prioritizing patient/participant well-being
Ethics: RD helps balance the two
trait analysis
(definition and types)
measures trait variance; types: family, twin, and adoption studies
empiricism
premise that facts can be observed and tested (either explicitly or theoretically)
Non-overlapping magisteria (NOMA)
(definiton and theorist)
a model that separates the domains of science and religion, and the idea that they** do not conflict** because their areas of expertise do not overlap. (Stephen Jay Gould)
Bloom’s Level 1
Recollection–recall the facts and key concepts:
(L.I.D)
List key components
Identify: key people, studies
Define the topic (key terms)
Bloom’s Level 2
Understanding: explain ideas or concepts
(R.E.C.)
Recognize principles and provide meaning through deduction and inference
Explain principles of topic
Categorize (school, research method, Pearson Scientific Thinking Principles, etc.)
Bloom’s Level 3
Application: use information in new situations
(E/E.U.)
* Employ: how might the inductions and deductions (I&Ds) from previous levels be employed in the field?
* Experiment: how might these I&Ds be used in future experimentation?
* Use: how can we use/apply these I&Ds in the real world/everyday life?
Blooms Level 4
Analysis: draw conclusions among ideas
(D.C.I.)
* Distinguish b/t two or more topical concepts
* Compare them/opposing approaches
* Integrate them
Bloom’s Level 5
Evaluation: justify a stand or decision (“RFD”)
(JW.PE)
* Judge topic (especially the process and implementation and its impact on society)
* Weigh important factors (is it empirical, effective, essential, elegant?)
* Prioritize A/B of topic
* Evaluate its rightness in this light; it’s value to me personally
Bloom’s Level 6
Creation: produce new or original work
(DCR)
- Develop a new/nuanced approach
- Create a new theory
- Recommend an approach
Cognitivism
(4-fold focus)
focuses on insight, interpretation, order and organization of cognitive processes: thoughts build on themselves (vs structuralist focus on the nature of the mind)
Piaget
(Note: direct answer to structuralist question)
Cognitivism
(focus/key argument, key people)
focuses on the fact that how we interpret (a function of cognition) rewards and punishments determines our behavior
Chomsky, Bandura, Piaget, Miller/Neisser
(Note: direct answer to structuralist question)
In what way did Skinner “break” from classical behaviorist thought
believed behaviorism can and should be applied to unobservable thoughts and feelings; included insight as a means of learning in addition to rewards and punishments
Piaget
cognitivist; theory of cognitive development (4 stages that build on each other)
Watson
Founder of behaviorism
Chomsky
unofficial founder of cognitivism
Behaviorism key points
- (black box):
- “the laws of learning: rewards and punishments”
- “psychological science must be objective” and subjectivity has no place in the field of psychology;
- all behaviors are the product of basic learning principles;
- cognition viewed as a behavior; indistinguishable from behavior
Cognitivism key points
opens the black box
reaction to behaviorism’s “neglect of cognition” theorizing cognition has great impact on behavior
Bandura
creator of the Social Learning Theory: new behaviors can be acquired by social observation and imitation; bridge between cognitivism and behaviorism
Arguments against cognitivism
- Imageless thought (Kulpe): “thinking unaccompanied by conscious experience” -> “imp. aspects of psychology lie outside conscious awareness.”
- stream of consciousness (James): how discrete are our cognitions?
- psychoanalysis argues that R&Ps as well as cognition are inadequate as most behavior is motivated by drives: namely aggressive and sexual; response to behaviorism but most attacks structuralism; introspection can never “work”. The unconscious cannot be directly accessed
Miller/Neisser
cognitivists who believed cognition should be a separate disciple
