Psych 102 UFV Final

Structuralism

(Titchener) An early school of psychology that used introspection to explore the elemental structure of the human mind. Basic elements/ the bits

Functionalism

(james) a school of psychology that focused on how mental and behavioral processes function - how they enable the organism to adapt, survive, and flourish.

psychodynamic perspective

(Freud) Focuses on the unconscious processes to explore the cause of behaviour. Unconscious= is more sexual and aggression based. Personality is based on forgotten events in early childhood and driven by the unconscious.

Monism vs. Dualism

Monism is the belief that ultimately the mind and the brain are one, whereas dualists believe that the mind and the brain are separate

Behaviourism

(Watson and Skinner) The environment has an influence on one's behaviour and actions. One can learn through the environment (observable behaviours).

Humanism

An intellectual movement that focused on human potential and achievements (free will, personal growth). Opposes Freud. Understands the uniqueness of individuality.

cognitive perspective

Focuses on how the mind and mental processes influence behaviour.

sociocultural perspective

Focuses on how social enviro and culture influence one's behaviour, thoughts and feelings.

Biological Perspective

focuses on how the brain's processes and bodily functions influence behaviour. Ex. genetics, evolution, neuroscience

Maslow's Hierarchy of Needs

Humanist theory of motivation that says we must first fulfill lower level needs before achieving personal fulfillment and self actualization. Bottom= food, shelter Top= inner fulfillment

Scientific Method

A series of steps followed to solve problems including:

1. identifying a question

2. formulating a hypothesis

3. testing the hypothesis by collecting data

4. analyzing the data, conclusion, reporting the findings

5. collecting bodies of knowledge to make a theory

inductive reasoning

empirical observations lead to new ideas. Observation to hypothesis

deductive reasoning

the process of applying a general statement to specific facts or situations. Hypothesis---> empirical observations

descriptive research methods

Research method that is able to give clues about cause-effect but not determine it. Occurs in natural settings.

-Case study

-Naturalistic observation

-Survey

-Longitudinal study

-Cross-Sectional study

-Archival

case study

in-depth study where an individual/small group with rare characteristics is being analyzed.

(-)ve: Can't generalize, measurement and observer bias

(+)ve: scientists able to study rare conditions and this could lead to new hypothesizes and ideas.

naturalistic observation

study where one's behavior is being observed in natural environment.

(-)ve:

- no cause-effect

-participants can get habituated to observer being there

-lack of generalizbailty

-hard to set up and control

survey

a technique where the participants are asked a series of questions.

(-)ve:

-social desirability effect

- interviewer bias

-not answering truly

-misinterpretation of wording

-can generalize if large enough sample but if unrepresentative sample then faulty generazilablty.

archival

use of existing data sets and studies to find a pattern/ relationship between variables.

(-)ve:

-limited data sets and no control over data collected

-question needs to be aligned with data sets that are available

-no guarantee of consistency between data sets.

longitudinal study

research that monitors how people change over time. repeated data gathering over long period of time.

(-)ve:

- long time: people can and will drop out= attrition rate

-lots of time investment from the researcher too

cross-sectional study

a study that compares cohorts on same topic at the same time. Monitor change in people over time.

(-)ve:

- differences in different cohorts limit the study

(+)ve:

-shorter time investment

Correlational research

Research that is used to examine the relationship between 2 variables w/o manipulations.

+ correlation: one goes up, other goes up

- correlation: one goes up, other goes down

closer to +/- 1 stronger the correlation.

Correlational doesn't mean causation because:

-cause/effect can be in opposite directions

-there can be a third variable influencing the variables.

Experimental research

Study that determines cause and effect through a scientific experiment.

control group

group in expt that doesn't receive the specific tx related to the expt

experimental group

group in expt that receives the the tx related to the expt

independent variable

the variable that the researchers are controlling. The cause

Dependent variable

the variable that the researchers are measuring. The effect. X effects Y

between-subjects design

expt where half the participants are assigned to 1 condition, and other half to other condition

within-groups design

expt where all the participants experience all the conditions of the independent variable. guarantees that the 2 groups are identical

Reliable

ability of expt to consistently produce the same results.

Validity

accurately be able to measure what the expt is supposed

Internal validity

The ability of the expt to support clear casual conclusion.

Internal validity is affected by:

- placebo effect

-confounding variable

-experimenter's bias

palcebo effect

the participant's receiving tx are showing a change in behaviour due to their own expectations and not b/c of the tx

confounding variable

2 variables are so intertwined that one is not able to know what is effecting the dependent variable.

experimenter's bias

the researcher unintentionally influence's the participant's response to match with the hypothesis.

External validity

To what extent are the results of the expt able to be generalized to other populations, settings and conditions.

Need to be able to:

-Replicate

-cross-cultural replicate

-meta-analyze

Replicate expt conditions

To be able to repeat the study to see whether the original findings can be duplicated

Cross-cultural replication

To see whether the results of the expt can be generalized to other cultures

meta-analysis

statistical analysis that combines the results of multiple studies on the same topic to see whether there is a significance of the findings.

psychometric theory of intelligence

Maps the structure of intellect and analyses the results of psychological intelligence tests.

Stat studies:

-Factor analysis

-G-factor

-7 primary mental abilities (thurstone)

-Crystalized vs fluid intelligence (cattel and horn)

-3 stratum theory (carol)

factor analysis

a statistical procedure that identifies clusters of related items (called factors) on a test; used to identify different dimensions of performance that underlie a person's total score.

g factor

intelligence has only 1 general factor. procedure focusses on one commonality among various intellectual abilities. General intelligence is main and then broken down into more schemas.

7 Primary Abilities (Thurstone)

There are 7 mental abilities that measure intelligence.

Space

Verbal composition

Word fluency

Number facility

Perceptual speed

Rote memory

Reasoning

crystallized intelligence

intelligence that is acquired knowledge and able to apply to new problems.

-Use previous learning and for straightforward problems

-Increases as you age

fluid intelligence

ability to see complex relationships and solve new problems. does not use personal experience to solve problems. Decreases as you age. use working memory and for complex challenges.

3 stratum theory of intelligence

Carroll's model that places g at the top of the intelligence hierarchy, 8 moderately general abilities in the middle, and around 70 specific processes at the bottom.

cognitive theory of intelligence

studies specific thought processes that underly mental capacities.

-triarchic theory of intelligence

-emotional intelligence

-underlying cognitive processes

- multiple intelligences

triarchic theory of intelligence

3 components of intelligence:

-analytical: ability to problem solve and compute academically "academic problem solving"

-creative: ability to imagine a solution to a problem. "imaginative problem solving"

-practical: ability to use knowledge based on your experiences. "street smarts"

analytical intelligence

ability to problem solve and compute academically "academic problem solving" Book smart

practical intelligence

the ability to use information to get along in life and become successful. Street smart

creative intelligence

ability to create, design, invent solutions to problems

Emotional Intelligence (EI)

able to understand and percieve emotions of self and others, be empathetic, understand social cues ,regulate your own emotions.

Multiple Intelligences (Gardner)

Seven intelligences: linguistic, logical mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic

Each associated with a region of the brain

Used in education

underlying cognitive processes

- Metacomponents

-Performance components

-Knowledge-Acquisition components

Metacomponents (Sternberg)

plan and regulate task behaviour

performance components

the actual mental processes used to perform the task

knowledge-acquisition components

processes concerned with learning and storing new information

instinct theory of motivation

one is motivated based on instincts that have a genetic disposition and doesn't depend on learning. One has a pre-disposition to behave in a specific and predictable way when exposed to specific stimuli.

Homeostasis Theory of Motivation

state of internal physiological equilibrium that body strives to maintain.

need control center (directs to other systems), response center (restores equilibrium) and sensory mechanism (detects the change).

Drive Theory of Motivation

deviations from homeostasis create physiological needs called drives. drive is internal tensions which motivates us to behave in certain way to decrease the drive (ex. hunger= eat, thirsty= drink)

incentive theory

Theory of motivation that says one's behaviour is motivated due to an external enviro stimuli (incentive).

Expectancy Theory

theory that says one is motivated due to their expectations of results of their behaviour. if we act certain way the result will be ... hence they become motivated.

extrinsic motivation

desire to behave certain way due to external reward/ to avoid punishment

intrinsic motivation

desire to behave certain way due to personal sake= for one's enjoyment

Over-justification hypothesis

giving extrinsic motivation for something

you already intrinsically value makes you want to do it less. Once you stop being rewarded for it, you no longer want to do it.

Psychodynamic theory of motivation

Freud says one is motivated due to unconcosious impulses that want to be released

Humanistic theory of motivation

Maslow stated that we are naturally motivated to engage in seeking beauty, harmony, and truth, and to reach our goal, which is self-actualization(reaching one's potential).

self-determination theory

Humanistic theory of motivations that says one needs competence, autonomy and relatedness to feel fulfilled and satisfied

Achievement goal theory

Achievement is based on an individual level and situational level. Individually (mastery and performance-based) and situationally (approach and avoidance based).

motivational conflicts theory

when an organism is in conflict between two motives(approach-approach, avoidance-avoidance, approach-avoidance)

James-Lange Theory

states that experiencing a specific emotion is dependent on feeling arousal and then the physiological symptoms.

Cannon-Bard Theory

the theory that an emotion-arousing stimulus simultaneously triggers (1) physiological responses and (2) the subjective experience of emotion

Schachter-Singer Theory

A theory of emotion that states that both physiological arousal and cognitive label must occur before an emotion is consciously experienced.

Lazarus Theory

Experience of emotion depends on how the situation is labelled. We label the situation, which then leads to emotional and physiological response

facial feedback hypothesis

the idea that facial expressions can influence emotions as well as reflect them

Piaget's stages of cognitive development

1. sensorimotor

2. preoperational

3. concrete operational

4. formal operational

Erickson's stages of psychosocial development

Trust/Mistrust, Autonomy/Shame, Initiative/Guilt, Industry/Inferiority, Identity/Role Confusion, intimacy/isolation, generativity/stagnation, integrity/despair

indiscriminate attachment

the display of attachment behaviors toward any person

discriminate attachment

the display of attachment to familiar people

Specific attachment

Infants aged 7 months tend to show a strong attachment to one particular person and are wary of strangers

stranger anxiety

6-7 months and weary of strangers coming in contact with them

seperation anxiety

12-16 months/2-3 years. baby distressed when seperated from caregiver

secure attachment

a relationship in which an infant obtains both comfort and confidence from the presence of his or her caregiver

disorganized attachment

a type of attachment that is marked by an infant's inconsistent reactions to the caregiver's departure and return. confused and disoriented

anxious-avoidant attachment

an insecure attachment between infant and caregiver, characterized by indifference on the part of the infant toward the caregiver. mom leaves whatever, mom comes back doesnt run for contact

anxious-resistant attachment

an insecure attachment between infant and caregiver, characterized by distress at separation and anger at reunion

authoritative parents

parent that is demanding but caring, has good communication between parent and child, most positive childhood. (warmth and restrictive parent)

authoritarian parents

parents who enforce rigid rules and demand strict obedience to authority. no warmth. child has low self esteem, personality in school

indulgent parents

warm toward child, but lax in setting limits. child is immature and self centered

neglectful parents

not warm, no rules of guidance, most negative developmental outcomes

Kohlberg's theory

Moral reasoning, the difference between right and wrong. 3 stages with 2 levels each. Wanted to see reason for judgement. Preconventional, conventional, post conventional

pre-conventional morality

first level of Kohlberg's stages of moral development in which the child's behavior is governed by the consequences of the behavior= to avoid punishment

conventional morality

second level of Kohlberg's stages of moral development in which the child's behavior is governed by conforming to the society's norms of behavior. child adopt's other's views

post conventional morality

Kohlberg's highest stage of morality- occurs late in life and is a personal morality, developed by the adult and which supersedes society's rules, laws. moral based on one's own conscience

3 d's of abnormal behaviour

Distressing= is it anxiety causing for the person or others?

Dysfunction= is it dysfunctional for person or society?

Deviant= is it deviant from social norms?

stress-vulnerability model

attributes mental illness to a combination of environmental stress and inherited susceptibility.

stressors: economic, enviro trauma, interpersonal, occupational stress

vulnerabilities: biological, genetic, low social support, prior maladaptive learning, psychological traits

anxiety disorders

disorders in which the main symptom is excessive or unrealistic anxiety and fearfulness.

examples:

-Eating disorder

-OCD

-Phobia

-Panic

-Generalized anxiety disorder

personality disorders

psychological disorders characterized by inflexible and enduring behavior patterns that impair social functioning.

examples:

-antisocial pd

-narc pd

-borderline pd

-avoidant pd

-obsessive compulsive pd

-schizotypal pd

mood disorders

mental disorders that have mood disturbance as their predominant feature

examples:

-depression

-major depression

-dysthmia

-bipolar disorder