Unit 1 Exam Revision Flashcards
(140 cards)
1
Q
Independent Variable
A
The variable you change
2
Q
Dependant Variable
A
The variable you measure
3
Q
Hypothesis
A
A prediction of the effect of the IV on the DV.
4
Q
Controlled Variables
A
variables that are kept the same.
5
Q
Extraneous variables
A
anything other than the IV that could have an effect on the DV.
6
Q
Confounding variables
A
variables that already had an impact on the DV
7
Q
Random Sampling
A
each person in the whole population has an equal chance of being selected.
8
Q
Stratified Sampling
A
You manipulate the sample so that one unique characteristic is represented. (e.g 70% of cyclists are male, so you reflect this in your sample).
9
Q
Convenience Sampling
A
People are grabbed to take part because they are available.
10
Q
Control Group
A
The group not exposed to the IV
11
Q
Experimental Group
A
The group that is exposed to the IV
12
Q
Controlled Experiment
A
an experiment done under controlled conditions, with only a few factors changed at a time while all others are kept constant.
13
Q
Correlational Studies
A
studies where the relationship between two variables is examined but not manipulated/changed.
14
Q
Fieldwork
A
Studies done ‘one site’ or away from the laboratory situation so you can get naturalistic data.
15
Q
Literature review
A
analysing written material that has already been published - to identify if the experiment is relevant/needed or there are errors.
16
Q
Case Study
A
in-depth studies of a unique person or situation which provides rich data.
- To explore an issue in detail.
17
Q
Primary Data
A
data collected firsthand by the researcher
18
Q
Secondary Data
A
Data gathered from existing sources like journal articles, books or databases.
19
Q
Between-Subjects design
A
half the group is allocated to the control group, the other the experimental group, then their results are compared.
20
Q
Within-subjects design
A
the whole group does both the control and experimental test.
21
Q
mixed design
A
some elements of between, some within.
(e.g sometimes measuring multiple variables at once, or having multiple test conditions)
22
Q
Justice
A
fair and equal treatment of all participants
23
Q
Integrity
A
being honest and truthful when publishing results regardless of the outcome.
24
Q
Non-maleficence
A
Do no harm
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Beneficence
the research benefits the world and others
26
Respect
valuing everyone's right and beliefs
27
Can I Watch (a) DVD?
Confidentiality
Informed Consent
Withdrawal Rights
Deception
Voluntary Participation
Debriefing
28
Confidentiality
person's details must remain private
29
Informed consent
participant must know the nature of the experiment before agreeing.
30
Withdrawal rights
participant can leave at any time
31
Deception
must not deceive the participant unless its crucial.
32
Voluntary Participation
must not be pressured into experiment
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Debriefing
participants should be debriefed about nature of experiment (deception used) and offered counselling.
34
Subjective Data
Opinion based (how much do you like school?)
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Objective Data
Neutral in attitude; factual and measurable. (temperature)
36
Qualitative Data
Descriptive data (How do you feel about social media?)
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Quantitative Data
Numerical, numbers, scales (scale of 1 to 5)
38
Role of the scientific method in psychology
Allows psychological data to be replicated. It allows theories to be tested.
A system to plan, conduct and evaluate research.
39
Research question
Question that the study seeks to answer/investigate
e.g how does sleep deprivation affect cognitive function?
40
Aim
a statement outlining the purpose of the research/study's overarching goal.
41
Population
The group of people that the study is targeted at/group of interest.
42
Evidence
consists of facts, data or other info to support a claim.
43
Opinion
what a person or source thinks/believes
44
Anecdote
Personal story, experience or account that illustrates a point or idea.
45
Informed consent on minors in an experiment
involves obtaining permission from both the minor and their parent or guardian.
46
Developmental Norms
Typical characteristics or abilities and expected level of achievement associated with a particular age or stage of development.
e.g walking usually occurs around 12 months
47
Biopsychosocial model
Biological - based on the body
Psychological - mental: to do with the mind and thinking
Social - people and environment surrounding the person
To consider all the aspects of an individual.
48
Biopsychosocial model examples
Bio - genes, age, sex, sleep, brain chemistry
Psycho - memory, beliefs, emotions, resilience, coping skills
Social - social support, education, employment, health care access
49
Critical Period
A specific time when the brain is particularly receptive to acquiring a skill or knowledge.
50
Sensitive Period
Times of rapid change, where the brain is more likely to strengthen important connections and eliminate unneeded ones.
- has a particularly strong impact on development, but the effects are not as irreversible.
51
Approaches to Normality
Cultural perspectives
Social norms
Statistical Rarity
Personal Distress
Maladaptive Behaviour
- Used to identify what is typical and atypical behaviour.
52
Cultural Perspectives
What is considered normal in your culture.
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Social Norms
Shared understandings between the people you interact with. A guide to behave.
e.g don't cut in line, respect your elders.
54
Statistical Rarity
Viewing what is typical/atypical based on what is statistically most frequent.
55
Personal Distress
When a person experiences unpleasant emotions (sadness, anxiety) this can be a sign of atypical behaviour.
56
Maladaptive Behaviour
Anything that is unhelpful, dysfunctional, non-productive to your life and progress.
Generally atypical.
57
Adaptive Behaviour
Anything that is helpful to your life and progress.
e.g tying shoes
eating
brushing teeth
getting along with others
58
Neurodiversity
The variety of ways in which a brain functions. This can be outside what is considered 'typical' or 'normal'.
59
Psychiatrist
Medical doctors who can prescribe medication and perform procedures.
- done a 12 year medical degree
60
Psychologist
A mental health professional who can diagnose mental disorders and offer therapy and counselling.
61
Environmental Factors
NURTURE
The experiences, objects and events we are exposed to throughout our lifetime.
e.g - how many siblings you have
- friendship groups
- schooling
- housing
62
Heredity Factors
NATURE
Heredity is the transmission of characteristics from biological parents to their offspring via genes.
- genes
- Intelligence, musical ability, physical appearance
- genetics can make a person more at risk for mental health disorders.
63
Role of brain imaging in our understanding of the role of the brain
Allows us to visualise and measure brain activity in real time and through images.
64
What is an EEG Scan?
Electroencephalogram (EEG)
Measures the electrical activity of the brain using electrodes placed on the scalp.
- sees the way brain cells communicate via electrical impulses.
65
What is an fMRI Scan
Functional Magnetic Resonance Imaging (fMRI)
Shows brain activity by measuring oxygen consumption in the brain - assuming more active areas consume more oxygen.
66
What is a PET Scan
Positron Emission Tomography (PET)
Provides information about brain structure, activity and function in colour by recording the use of glucose by cells in the brain.
67
What is an MRI Scan
Magnetic Resonance Imaging
Uses magnetic fields to vibrate atoms in the brain's neurons to create an image of the brain.
- more sensitive than a CT Scan
68
What is a CT Scan
Computerised Tomography (CT)
Combines x-ray images taken at different angles to create cross-sectional images of the body.
- patient injected with a substance to create contrast on x-ray.
- cheaper than MRI
- can locate tumours, changes in the brain, brain injury.
69
Hindbrain
Back of brain
- cerebellum
- medulla
- pons
70
Cerebellum
Area of the hindbrain involved in coordinating movements and in learning and memory.
Functions:
- coordinated voluntary movement
- contains (muscle memory)
- balance
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Pons
Area of the hindbrain that acts as a bridge between the cerebellum and cerebral cortex.
Functions:
- sleep, dreaming and waking
- receives visual info to control eye and body actions
72
Medulla
Area of the hindbrain involved in autonomic functions of the body.
Functions:
- essential body functions
e.g swallowing, breathing, heartbeat, digestion, coughing, sneezing.
*damage can be fatal
73
Midbrain
At the very centre of the brain, receives lots of info from eyes and ears.
Has corpus callosum and reticular formation.
74
Reticular Formation
Area of the Midbrain that maintains arousal consciousness and motor control and reducing info overload.
Function:
- responsible for alertness and awakening
- when RAS is less active, we sleep
75
Forebrain
Largest area of the brain that includes:
cerebrum
thalamus
hypothalamus
pineal gland
76
Hypothalamus
Area of the forebrain that connects the hormonal and nervous systems, and helps the body maintain homeostasis.
Function:
- releases hormones
- influencing hunger, thirst, sleepiness and heat regulation.
77
Thalamus
Area of the forebrain that processes and relays sensory information.
Function:
- filters info from all sensory receptors except the nose
- filters incoming info by importance
*damage can result in loss of hearing, vision, touch
78
Cerebrum
Area of the Forebrain that directs conscious motor activity and recievs and processes sensory info.
Function:
- responsible for everything we feel, think and do.
- Directs conscious motor activities of the body
79
Cerebral Cortex
The thin layer of neurons covering the outer region of the cerebrum characterised by extensive folding.
Has lobes and hemispheres.
80
Frontal Lobe
Recieves and combines info to perform more complex functions.
Function:
- planning, sequencing and executing voluntary movement.
*includes pre-frontal cortex, primary motor cortex and Broca's Area
81
Prefrontal Cortex
In the Frontal Lobe
Functions:
- plans voluntary movements and sends signal to primary motor cortex.
- reasoning, problem solving, emotional regulation, thinking
- initiating and inhibiting behaviours
82
Primary Motor Cortex
In the Frontal Lobe
Functions:
- controls voluntary movement and skeletal muscles
- different parts of PMC control different body parts and their movements.
83
Broca's Area
In Frontal Lobe
Functions:
- responsible for clear and fluent speech.
- coordinates all articulate and intelligible speech motor movement.
84
Parietal Lobe
Area of the brain involved in attention, spatial awareness and processing somatosensory info.
Function:
- receives and processes sensory info from body areas
*includes primary somatosensory cortex
85
Primary Somatosensory cortex
In parietal Lobe
Function:
- processes sensory information from the body.
86
Spatial Neglect
A difficulty with the parietal lobe, where people cannot perceive one side of their world.
87
Occipital Lobe
Area of the brain involved in recieving and processing visual information.
*Includes Primary Visual Cortex
88
Temporal Lobe
Area of the brain involved in recieving and processing sounds from ears.
*includes primary auditory cortex and Wernicke's Area
89
Wernicke's Area
In Temporal Lobe
Involved in language comprehension.
90
Aphasia
An acquired language disorder resulting from damage to the language processing centres of the brain.
91
Wernicke's Aphasia
Trouble comprehending speech and producing meaningful sentences.
92
Broca's Aphasia
Being able to understand speech, but having trouble producing fluent speech. The words have meaning, but are not connected in flowing sentences.
93
Neuroplasticity
The ability of our brains to change in response to experience
94
Synaptic Plasticity
The ability of neural synapses to strengthen or weaken over time in response to changes in their activity.
95
Synaptogenesis
formation of new synapses between neurons.
96
Synaptic Pruning
when synaptic connections are unused, they are 'pruned' like a tree. Synapses only kept based on experiences.
97
Long Term Potentiation
neurons that repeatedly fire together have stronger neural pathways.
98
Long Term Depression
a neural oathway that has not been used for a while, is pruned.
- less bushy dendrites, less neurotransmitters.
99
Identify two key processes in neuroplasticity that enable the recovery of brain function after an injury.
Rerouting
Sprouting
100
Rerouting
Existing neurons form new connections to create alternate neural pathways
101
Sprouting
New axon and dendrite extensions allow existing neurons to form new connections.
102
Experience-Independant/Experience - Expected Plasticity
developmental changes in the brain due to genetics or genetics and experience.
103
Experience-Dependant Plasticity
changes occur due to stimulation, experience, learning.
104
Myelination
The growth of myelin aroung axons
105
Acquired Brain Injury
An injury resulting from damage to the brain occurring after birth, at any time during life.
Causes:
- physical injury or trauma
- disease/infection
- oxygen deprivation
- brain tumours
106
Biological effects of ABI
- Impaired sensory functioning
- muscle weakness
- poor balance
- tremors
107
Psychological effects of ABI
- memory loss
-slowed thinking
- confusion
- poor attention/concentration
- depression
108
Social effects of ABI
- impaired social skills
- impaired ability to communicate with others
- socially inappropriate behaviour
109
What does CTE stand for
Chronic Traumatic Encephalopathy
110
What is CTE
A progressive and fatal brain disease associated with repeated blows to the head over a long period.
111
What Causes CTE
- Repeated TBI/Concussions
112
Effect of Tau Proteins to CTE
Tau proteins normally provide structural support to brain neurons.
- repeated TBI can cause Tau protein to accumulate, form clumps and tangles in brain cells.
113
Symptoms of CTE
Confusion
mood disturbance
dementia
speech difficulties
motor decline
114
Diagnosis of CTE
Difficult to diagnose
Only definite diagnosis is autopsies of the brain after the person has died.
115
Treatment of CTE
Treatment is difficult
Supportive therapies:
exercise
memory/cognitive exercises
good nutrition
behavioural therapy
116
Outline four recommendations for player safety and care for sporting organisations to implement
- Injury prevention strategies (stretching, warm up/cool down)
- Protective equipment
- Establish clear emergency procedures
- Promote safety
117
Social Development
How we recognise, interpret and respond to social situations.
e.g. changes in relationships, interacting skills, ability to form and maintain close relationships
118
Emotional Development
Involves changes in how an individual experiences different feelings.
e.g learning what feelings/emotions are, recognising your own feelings and managing them effectively.
119
Cognitive Development
The ability to think and reason.
e.g changes in mental abilities such as reasoning, problem solving, decision making, learning, memory and use of languegs
120
Attachment Theory
attachments formed in infancy, have a huge influence on a person's emotional development through life.
121
Jean Piaget
Believed that all people go through a series of developmental phases in order, shifting from concrete to symbolic thinking.
122
Stages of Piaget's theory
- Sensorimotor
- pre-operational
- concrete operational
- formal operational
123
Egocentrism
The ability to share or appreciate someone else's view
124
Animism
The idea that everything has feelings
125
Conservation
The understanding that certain qualities of an object remain the same even when its appearance changes.
126
Typical
What is expected or normal
127
Atypical Behaviours
Things that deviate from the expected. Aren't normal
128
Autism Spectrum disorder
- hard to interpret social cues
- finds socialising more difficult
- Often have a sense of detail
129
ADHD
Attention Deficit Hyperactivity Disorder
- inattention
- distractibility
- hyperactivity
- impulsivity
- difficulty processing information
130
Brain vs Heart Debate
The debate of whether our thoughts, feelings and behaviours come from our brain or heart.
131
Mind-Body Problem
The extent to which the mind and body are the same or separate things.
132
Dualism
The mind and body are two seperate things
133
Phrenology
The study of the shape of the skull as an indicator of the extent of someone's mental capacities and character traits.
134
Equipotentiality
The ability of healthy areas of the cortex to take over the functions of injured parts.
135
Assimilation
absorbing new information and fitting it into pre-existing understanding.
136
Accomodation
changing existing mental frameworks (schema) to incorporate new information.
137
Two bio changes that happen in the BRAIN when someone has CTE
- build up of tau proteins
- degeneration of neurons in the brain
138
bio changes of CTE
- muscle weakness
- hand tremours
- affected areas of the brain
139
Psych changes of CTE
- mood changes
- depression
-limited cognitive abilities
140
Social changes of CTE
- increased aggression
- social withdrawal
- Relationship problems
