Psychology Mid-Year Exam

Aim

Statement outlining the purpose of the investigation.

Hypothesis

Testable prediction regarding the outcome of an investigation.

DIPCD

Dependent/Independent Variables

Population

Comparison

Direction

Controlled Experiment

Investigation where the causal relationship between two variables is tested in a controlled environment. Testing the effect of the independent variable on the dependent variable while aiming to control all other variables.

Independant Variable

Variable for which something is changed by the researcher.

Dependant Variable

Variable that is measured in an experiment.

Experimental group

Group(s) that are exposed to the independent variable.

Controlled group

Group that is not exposed to the independent variable (acts as a baseline for comparison to see if IV affects DV)

Case Studies

In-depth investigation of an individual, group or particular phenomenon (activity, behaviour, event or problem).

Population

Group of people the research is focused on (e.g. Y11 FGS).

Sample

Subset/portion of population selected to participate in the study (e.g. 60 Y11 FGS students).

Generalisability

Ability to generalise/apply results from research sample to population of interest. (Y11 FGS students)

Representative sample

Sample that accurately represents the population being researched.

Extraneous variables

Any (non IV) variable that may cause an unwanted effect on the DV. These variables should be controlled/monitored to make sure they don’t interfere with results.

Confounding variables

Extraneous variables that have not been controlled in an experiment, meaning results have been affected and cannot be generalised.

Primary Data

Data collected firsthand by a researcher.

Secondary Data

Data sourced from other’s prior research

Quantitative Data

Data expressed numerically

Qualitative Data

Data expressed non-numerically

Objective Data

Factual data observed and measured independently of personal opinion

Subjective Data

Data informed by personal opinion, perception or interpretation.

Systematic errors

Errors in data that differ from the true value by a consistent amount. Affects the accuracy.

Random errors

Errors in data that are unsystematic and occur due to chance. Affects the precision.

Repeatability (Redo it)

The extent to which future experiments produce the same results when carried out under identical conditions within a short period of time (e.g. same procedure, observer, instrument, instructions, and setting).

Reproducibility (Remake it)

The extent to which future experiments produce the same results when repeated under different conditions (e.g. different participants, time, observer, and/or environmental conditions).

Validity

Refers to the extent that the experiment measures what it intends to measure. If you are doing a test on memory, then the test should measure memory and not intelligence.

Reliability

Whether the results are consistent in each repeated experiment.

Ethical Concepts

Broad, moral guiding principles that people must consider when conducting research, practicing psychology or when analysing psychological issues/debates.

Ethical Guidelines

Rights participants are entitled to in research, and that researchers must provide.

Beneficence

Do the benefits of the research outweigh the cost/risks? If harm is necessary, it is outweighed by the benefits of the study.

Integrity

Commitment to searching for knowledge and understanding, honest reporting of all sources of information/results whether favourable or unfavourable.

Justice

If you find something out, you should share that information with everybody.

Non-Maleficence

Principal of no-harm. As experiments may cause harm, this concept implies that harm caused should be less than benefits from course of action.

Respect

Respect/consideration for welfare of human and non-human participants.

Confidentiality

Protection and security of participants personal information.

Informed Consent Procedures

Ensuring participants understand nature/purpose of experiment, including risks before agreeing to participate in study.

Use of Deception

Intentionally misleading participants about true nature of study/procedure.

Deception is only allowed when participant’s knowledge of true purpose will affect behaviour during experiment.

Debriefing

You must sit down with participants at end of study to explain the study, and why it was conducted.

Voluntary Participation

Principal that ensures there is no coercion/pressure put on participants to take part in experiment.

Withdrawal Rights

Right of participant to be able to leave experiment at any time.

Psychological Development

Individual’s changes in functioning across multiple domains, including the lifelong growth across emotional, cognitive and social domains.

Psychological Development - Emotional Domain

Lifelong changes in skills allowing individuals to control, express and recognise emotions in appropriate ways.

> Learning how to appropriately express emotions

> Recognising your own emotions

> Understanding how others around you feel

Psychological Development - Cognitive Domain

Lifelong changes in thought processes that occur as we age, including more sophisticated production of thought, comprehension skills and ability to organise information from internal and external environments.

> Learning a second language

> Learning times tables

> Understanding others have different perspectives to your own

Psychological Development - Social domain

Lifelong changes in abilities to effectively and appropriately interact with others.

> Learning how to have conversations with others

Nature vs Nurture Debate

Debate that argues whether development is caused by genetic or environmental factors.

Nature

Side of the nature-nurture debate that holds the idea that development is directly caused by genetic factors such as intelligence, personality, interests and hair/eye colour.

Nurture

Side of the nature-nurture debate that holds the idea that development is directly caused by environmental factors such as education, socioeconomic status, cultural expectations, religious rituals and practices, social groups and physical surroundings.

Hereditary vs Environmental

Human development relies on an interaction between both hereditary (nature) and environmental (nurture) factors, and that neither work in isolation.

Hereditary Factors

Factors that influence development and are genetically passed down from biological parents to their offspring.

Environmental Factors

Factors that influence development and arise from an individual’s physical and social surrounding.

Genetic predispositions

An increased likelihood of developing a particular disease based on a person's genetic makeup. 

Holistic

Everything has a purpose

Interdisciplinary

More than one factor

Biopsychosocial model

Holistic, interdisciplinary framework for understanding the human experience in terms of the influence of biological, psychological and social factors.

Biological factors - biopsychosocial model

Biological factors are internal, genetic and/or physiological based factors.

> Genetic Predisposition

> Medications/Substances

> Nutrition

> Sleep

Psychological factors - biopsychosocial model

Psychological factors are internal factors pertaining to an individual’s mental processes, including their emotions, thoughts, beliefs, cognition and attitudes.

> Attitudes/Beliefs

> Emotions

> Personality

> Coping skills

Social factors - biopsychosocial model

Social factors are external factors relating to how an individual interacts with others and their external environment.

> Attachment style

> Cultural norms

> Socioeconomic status

> Education

Biopsychosocial approach to mental wellbeing

Individuals current psychological state, involving their ability to think, process information and regulate emotions. High levels of mental wellbeing often reflect that all biological, psychological and social factors are in line with each over. Low levels of mental wellbeing can be improved by addressing a combination of these factors.

Psychological Development Across the Lifespan

Attachment theory

The attachment formed between a primary caregiver and child impacts emotional development.

Secure attachment

Needs of infant are consistently being met by their primary caregiver. Leads to healthy emotional development; Sense of trust in others, feeling valued by others, and feeling secure to share emotions with others.

Insecure attachment

Needs of infant are not consistently met by primary caregiver. Leads to unhealthy emotional development; craves or rejects affection, increased anxiety and inability/inappropriate expression of emotions.

Synaptic Plasticity

Concept that details the idea that certain neural networks are required in order to do specific activities such as learning how to speak.

Critical period

Narrow, rigid developmental periods in which a specific function or skill must be learnt. These periods have a small time frame in which skills and functions must be learn.

Sensitive period

Optimal developmental period for specific function/skill to be learnt in the fastest and easiest way.

Plasticity during maturation

Brain’s ability to change shape in response to experience and learning. Infants and children have more malleable brains, meaning the brain’s structural pathways have a higher plasticity; ability to change shape.

First language acquisition

Language acquisition, or the ability to perceive and comprehend language, and produce and communicate with speech, is one of the most well-known critical periods for humans.

Typical Behaviour

Behaviours that are consistent with how an individual usually behaves.

Atypical Behaviour

Behaviours that are not consistent with how an individual usually behaves.

Adaptive Behaviour

Behaviour that adjusts to the environment appropriately and allows for effective function.

Maladaptive Behaviour (General)

Behaviour that is unable to adjust to the environment appropriately and does not allow for effective function.

Cultural perspectives

Influences of society and community on one’s thoughts.

> Customs/beliefs

> Rules/Etiquette

> Attitude towards importance of mental health

Social norms

Society’s unofficial rules regarding how individuals should act. Exist on a larger and more generalised scale compared to cultural perspectives.

> Letting older people sit in the train

> Walk/stand to the left

Personal distress

Aversive, self-orientated emotional reaction inconsistent with how the individual usually acts.

Maladaptive behaviour

Action that impairs an individual’s ability to meet demands of everyday life. It is similar to personal distress, but longer-lasting and more physical

> Lying in bed for 3 months due to a breakup

Statistical Rarity

Something that lies outside the range of statistical normality.

> Tattoos - in the past they had negative connotations, now most have one

Socio-cultural approach

What people perceive as normal according to the social and cultural context they are part of. Eg. Christians celebrating Christmas.

Functional approach

People are considered normal if their thoughts, feelings and behaviours allow them to cope with the demands of everyday life.

Historical approach

What people perceive as normal can change throughout historical periods.

Medical approach

Things that are abnormal that have an underlying medical cause and can be diagnosed clearly according to different symptoms.

Statistical approach

Normality is based on how the majority statistically think, feel and behave.

Situational approach

What is acceptable in different contexts.

Neurotypicality

Individuals who display neurological and cognitive functioning that is typical or expected.

Neurodiversity

Variations in neurological development and functioning within and between groups of people.

ASD (Autism Spectrum Disorder)

Disorder characterised by impaired social interactions, verbal and non-verbal communication difficulties, narrow interests and repetitive behaviours.

ADHD (Attention Deficit Hyperactivity Disorder)

Disorder characterised by persistent inattention or hyperactivity that disrupts social, academic or occupational functioning.

Dyslexia

Severe difficulties in reading, spelling and writing words.

Mental health workers

Members of a MH treatment team who assist in providing a wide range of services and care for patients with psychological/social problems. Work with people who are vulnerable/in need of help.

Social workers

Support people in making changes in their lives to improve social and social wellbeing. They identify issues that require change and connect people to appropriate sources of support (such as secure housing or therapy).

Youth workers

Support young people in developing skills they need to make positive changes in their lives.

Occupational Therapists

Promote wellbeing by enabling people to participate in responsibilities of everyday life. Eg. May develop strategies for someone with ADHD to stay focused during the workday and identify ways to limit distractions.

Psychologists

Individual who is professionally trained in one or more branches of psychology. Psychologists carry out different roles based on their field of specialisation.

Psychiatrists

Doctor who specialises in the diagnosis, treatment, prevention and study of a mental, behavioural and personality disorder

Mental Health Organisations

Company/Group that works to address/advocate for mental health through providing support or specialised services.

Culturally responsive practices

Acting in ways that respond to the needs of diverse communities and demonstrating an openness to new ideas that may align with different cultural ideas, beliefs, and values. It is important to practise in a culturally responsive way so that people from different cultures feel acknowledged, appreciated, and respected.

Why was split brain first used?

This surgery was conducted as a means of preventing the patients’ epileptic seizures which had proven to be severe and uncontrollable by other means.

What is cut in split brain surgery?

Corpus Callosum

What is the corpus callosum?

A bundle of nerve fibres that connects the two cerebral hemispheres, enabling them to exchange information.

What is the longitudinal fissure?

A deep groove that separates the two cerebral hemispheres, extending from the front to the back of the middle of the cerebral cortex.

Contralateral functioning

Left controls right, right controls left