psychology final part 2 cumulative

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Psychology

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90 Terms

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introspection


Process to objectively examine own conscious activity

William Wundt: “father of pyschology”

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structuralism


Conscious experience understood when broken into parts (underlying components)

Edward Titchener:
Used introspection to identify structure of the mind

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functionalism

To understand purpose (function) of thoughts, feelings, etc

William James: Studied functionalism, Argued cognition is adaptive

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psychoanalysis therapy

Talk therapy to access unconscious. personality develops from navigating unresolved unconscious conflicts.

Sigmund Freud: Believed Early life experience and influence from parents in sense of self

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pyschodynamic therapy

therapy that focuses on relationship between conscious and unconscious motivation.

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humanistic

self-actualization: humans inherently “good” drive for positive growth. Concept of humanistic psychology

Carl Rodgers and Abraham Maslow

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behaviorism

Environment produces behavior, objective observations are ONLY suitable topics for study

B.F. Skinner:
Believed Behavior is determined from consequences. Developed operant conditioning

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cognitive perspective

Renewed focus on mental processes in the 1950s

EEG: shows activity via electrical signals

fMRI: shows activity via blood flow

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independent variable

Manipulated and changed by researcher

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dependent variable

variable that is Measured on how it changes

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extranous variable

any factor that is not the independent variable that can affect an experiment's dependent variables

ex: can be natural characteristics of the participant, such as age or gender, or they could be features of the environment such as noise or lighting

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confounding variable

variable that influences independent and dependent variable

ex: weight loss study and we didn’t account for the diet habits. the diet habits would be this variable

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structure of a neuron

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Acetylcholine (neurotransmitter)

Most abundant neurotransmitter in brain. movement, memory, arousal, attention. Too much = muscle spasms, too little = paralysis

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Glutamate (neurotransmitter)


Excitatory neurotransmitter, increases action potentials. Wanting to learn. Most abundant neurotransmitter in brain. (elf)

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GABA (Neurotransmitter)

neurotransmitter that regulates sleep and wakefulness (elf dad)

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dopamine (reward)


Neurotransmitter. “reward”.

Low = low motivation low mood, poor concentration.

High = euphoria, pleasure, tends to be addictive

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serotonin


neurotransmitter “Regulator of brain”

Regulates emotion, Impulse control, dreaming, appetite, sleep, aggression, breathing.

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SSRIs


Med that increases seratonin. Can treat depression and eating disorders

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Central nervous system

made up of Brian and spinal cord

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peripheral nervous system


Made of Autonomic Nervous System and Somatic Nervous System. Connects CNS to rest of body

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autonomic nervous system


Involuntary (Ex: pumping blood, stomach). Made up of sympathetic nervous system and parasympathetic nervous system

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Somatic Nervous System

collects sensory info and controls voluntary muscle movement

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sympathetic nervous system

fight or flight response

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Parasympathetic Nervous System

Rest and digest; returns body to resting state

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hypothalamus


subcortical structure, REGULATOR of organ and body functions

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hippocampus

subcortical structure, processes MEMORY

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amygdala

negative EMOTION; involved in fear, motivates defensive behavior

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left hemisphere of brain

specializes in language

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right hemisphere of brain

specializes in visual-spatial tasks

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temporal lobe

hearing

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Occipital lobe

vision

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parietal lobe

Sensory perception (senses) and language

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frontal lobe

thinking, memory, behavior

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classical conditioning

a type of learning in which one learns to link two or more stimuli to find what stimuli causes involuntary response and modify emotional and voluntary response

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unconditioned stimulus (US)


stimulus naturally causes response (Ex: taking dog on walk causes happiness)

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unconditioned response

natural response to US (Ex: happiness dog receives from walk)

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neutral stimulus (NS)


Stimulus doesn't do anything before learning.(Ex: "wanna go for a walk" does nothing for a new puppy)

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conditioned stimulus (CS)

learned stimulus produces response after pairings

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conditioned response (CR)

Learned response to CS after pairing.

Same response as UR, just now caused by CS

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response acquisition

the moment when a response is established based on conditioning

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extinction

occurs when the conditioned stimulus is applied repeatedly without being paired with the unconditioned stimulus

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Ivan Pavlov

Russian physiologist who observed conditioned salivary responses in dogs (1849-1936). Dogs salivated when food was infront of them then over time starting salivating when they heard assistant walking down hall.

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spontaneous recovery

is when a behavior that is believed to be extinct (the conditioned behavior has disappeared or stopped occurring when the stimulus is present) unexpectedly and quickly returns after a period of rest or lessened response.

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stimulus generalization

A similar stimulus to CS elicits same response. Ex: Pavlov's dogs salivate when hearing any bell tone

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stimulus discrimination

Learning to tell apart CS from similar non-CS. Ex: Pavlov's dogs can tell different tones apart when one is paired with food but the other isn't

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operant conditioned


individuals associate behavior with specific consequences (positive or negative). Goal is creation or modification of behavior

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reinforcement


An event following a response that increases the tendency to make that response.

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positive reinforcement


addition of an outcome (consequence) following a behavior

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punishment

an outcome (consequence) that decreases the likelihood of a behavior to be repeated in the future

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positive punishment

adding an adverse outcome after an unwanted behavior to decrease the chance that a person engages in the behavior again

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negative punishment

you remove a pleasant stimulus to decrease a behavior

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shaping

you don't teach the final behavior but rather break it down into smaller steps that build toward it.

ex: So, if you want to teach your dog to roll over, you could lure them all the way over, or you could shape it by starting with them lying on the ground.

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information process model

Progression of memory (sensory memory short term memory long term memory)

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sensory memory

everything sensed at given time(taste, touch, smell); Enables accurate encoding. Info that captures attention is processed. Large capacity & short storage

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short term memory

Information currently in use.

Small capacity = short time in storage (+ or - 7)

Duration = 20-30 seconds if not actively "worked on" or encoded

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encoding


perception -> code. Code represents experience in a way that the brain can read. Code sent from sensory to Long-Term memory.

Type of information activates different brain areas.

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storage


code "placed" in store. Placed in to long-term memory.

Type of information determines where it is stored

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retrieval


stored info accessed, brought into short term memory, and remembered. Stored code might be inaccessible. (Ex: tip of the tongue phenomenon)

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long-term memory


Permanent storage of memory. Unknown capacity; Long lasting indefinite storage of memory. stored as meaningful concepts, not timeline.

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recognition


matching stimuli with stored info with retrieval cues

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retrieval cues

help sort through our memory to find information. Thinking of things associated with info makes retrieval easier

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elaborative rehearsal


Builds connections to already existing info. Incorporates meaning and improves retention and storage (ex: songs, rhythms)

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chunking

Combining small pieces of information into larger clusters or chunks that are more easily held in short-term memory.

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maintenance rehearsal


Repeating info to keep it in short memory

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encoding failure


the inability to recall specific information because of insufficient encoding of the information for storage in long-term memory

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retrieval failure


information not stored properly, OR information cannot be stored

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proactive interference

old information disrupts recall of newer information. (pro = forward)

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retroactive interference


new information disrupts recall of older memories (retro = backward)

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misinformation effect

new or misleading information distorts memory

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germinal stage


prenatal stage.  (weeks 0-2) = fertilization to implantation

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embryonic stage


prenatal stage. (weeks 3-8) = implantation to 8 weeks. early organs begin to form

Highly susceptible to damage (teratogens); most vulnerable period

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fetal stage


prenatal stage. (9 weeks to birth-infancy)

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sensorimotor stage

individuals develop by exploring environment through senses and motor activities. goal is to develop object permanence (0-2)

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Preoperational stage


use of symbolic thinking. goal is to develop imagination and theory of mind (2-7)

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concrete operational stage


logical thought, strict rules, objectivity. goal is to develop conservation of mass and volume (7-11)

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formal operational stage


systematic, abstract and hypothetical thought criticisms.

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Erik Eriksons stages

assumes that individuals go through specific psychosocial challenges at different stages of life. These challenges are necessary fir a healthy development and formation of strong identity, each challenge builds upon previous one.

(Trust vs mistrust, autonomy vs shame and doubt, initiative vs guilt, industry vs inferiority, identity vs confusion, intimacy vs isolation, generativity vs stagnation, integrity vs despair)

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fundamental attribution error

More likely to make an internal (dispositional) attribution about others bad behavior, but an external (situational) attribution about your own bad behavior

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self-serving bias


 Attribute success to our dispositions, whereas our failures are due to the situation. (if we did good on test we are brilliant, if we did bad it was unfair)

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just-world hypothesis

People get what they deserve - the world is fair 

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conformity


Tendency to modify behaviors, attitudes, and opinions to match others around us.

Follows social Norms - expected by social environment (workplace, culture, gender, etc.)

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obedience


compliance with authority

compliance with a person with greater situational power

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bystander effect


individuals are less likely to offer help to a victim or react to a situation when others are present

Ex: car accidents on highways. Do you stop? Do you keep going, assuming someone else will take action?

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groupthink


tendency for group members to maintain cohesiveness and agreement in their viewpoints with a failure to consider alternative or contradicting view-points

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stereotype


inferences we make about a person based on their perceived group membership

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prejudice


hostile attitudes and judgements about a person based on their group membership “pre-judging”

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discrimination

different TREATMENT that is motivated by prejudice towards individual or group

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group polarization

group opinions and positions on issues tend to SHIFT to the extreme pole of the initial attitudes of members attitudes that already agree. Can lead to groupthink