AP Psychology Unit 3

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101 Terms

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Sensation
the process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment
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Perception
the process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events.
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Bottom-up processing
analysis that begins with the sensory receptors and works up to the brain’s integration of sensory information.

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Top-down processing
information processing guided by higher-level mental processes, as when we construct perceptions drawing on our experience and expectations.

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Selective attention
the focusing of conscious awareness on a particular stimulus.
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Inattentional blindness
failing to see visible objects when our attention is directed elsewhere.
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Change blindness
failing to notice changes in the environment; a form of *inattentional blindness*.
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Transduction
conversion of one form of energy into another. In sensation, the transforming of stimulus energies, such as sights, sounds, and smells, into neural impulses our brain can interpret.
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Psychophysics
the study of relationships between the physical characteristics of stimuli, such as their intensity, and our psychological experience of them.
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Absolute threshold (studied by Gustav Fechner)
the lowest intensity at which a stimulus can be detected.
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Signal detection theory
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a theory predicting how and when we detect the presence of a faint stimulus *(signal)* amid background stimulation *(noise)*. Assumes there is no single absolute threshold. 
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Subliminal
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below one’s absolute threshold for conscious awareness.
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Priming
the activation, often unconsciously, of certain associations, thus predisposing one’s perception, memory, or response.
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Difference threshold (Just noticeable difference)
the smallest amount by which two sensory stimuli can differ in order for an individual to perceive them as different.
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Weber's law (Ernst Weber)
the change in a stimulus that will be just noticeable is a constant ratio of the original stimulus
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Sensory adaptation
diminished sensitivity as a consequence of constant stimulation.
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Perceptual set
a mental predisposition to perceive one thing and not another.
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Extrasensory perception (ESP)
the controversial claim that perception can occur apart from sensory input; includes telepathy, clairvoyance, and precognition.
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Parapsychology
the study of paranormal phenomena, including ESP and psychokinesis.
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Wavelength
The distance from the peak of one light or sound wave to the peak of the next.
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Hue
the dimension of color that is determined by the wavelength of light; what we know as the color names *blue, green,* and so forth.
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Intensity
the amount of energy in a light wave or sound wave, which influences what we perceive as brightness or loudness. Determined by amplitude
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Pupil
the adjustable opening in the center of the eye through which light enters
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Iris
a ring of muscle tissue that forms the colored portion of the eye around the pupil and controls the size of the pupil opening.
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Lens
the transparent structure behind the pupil that changes shape to help focus images on the retina.
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Retina
the light-sensitive inner surface of the eye, containing the receptor rods and cones plus layers of neurons that begin the processing of visual information.
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Accommodation
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the process by which the eye’s lens changes shape to focus near or far objects on the retina.
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Rods
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retinal receptors that detect black, white, and gray, and are sensitive to movement; necessary for peripheral and night vision, when cones don’t respond.
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Cones
retinal receptors that are concentrated near the center of the retina and that function in daylight or in well-lit conditions, detect fine detail and give rise to color sensations.
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Optic nerve
the nerve that carries neural impulses from the eye to the brain
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Blind spot
the point at which the optic nerve leaves the eye, and no receptor cells are located there.
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Fovea
the central focal point in the retina, around which the eye’s cones cluster
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Feature detectors (Studied by David Hubel & Torsten Wiesl)
nerve cells in the brain’s visual cortex that respond to specific features of the stimulus, such as shape, angle, or movement.
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Parallel processing
our ability to deal with multiple stimuli simultaneously.
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Young-Helmholtz trichromatic (three -color) Theory
the theory that the retina contains three different types of color receptors—one most sensitive to red, one to green, one to blue—which, when stimulated in combination, can produce the perception of any color.
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Opponent- process theory
one member of the color pair suppresses the other color. For example, we do see yellowish-greens and reddish-yellows, but we never see reddish-green or yellowish-blue color hues.
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Gestalt
our tendency to integrate pieces of information into meaningful wholes. An organized whole.
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Figure-ground
the organization of the visual field into objects (the *figures*) that stand out from their surroundings (the *ground*)
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Grouping
the perceptual tendency to organize stimuli into coherent groups.
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Depth perception
the ability to see the three-dimensional objects and the spatial layout of objects relative to one another. It allows us to judge distance
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Visual cliff
a laboratory device for testing depth perception in infants and young animals.
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Binocular cues
information taken in by our 2 eyes and then processed by our brain in order for us to perceive depth or distance
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Retinal disparity
a binocular cue for perceiving depth. By comparing retinal images from the two eyes, the brain computes distance
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Monocular cues
a visual cue for depth perception that only requires one eye.
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Perceptual constancy
perceiving objects as unchanging (having consistent color, brightness, shape, and size) even as illumination and retinal images change.
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Phi phenomenon
an illusion of movement created when two or more adjacent lights blink on and off in quick succession.
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Color constancy
perceiving familiar objects as having consistent color, even if changing illumination alters the wavelengths reflected by the object.
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Perceptual adaptation
the ability to adjust to changed sensory input, including an artificially displaced or even inverted visual field.

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Audition
the sense or act of hearing.
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Frequency
the number of complete wavelengths that pass a point in a given time
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Pitch
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a tone’s experienced highness or lowness; depends on frequency.
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Middle ear
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the chamber between the eardrum and cochlea containing three tiny bones (hammer, anvil, and stirrup) that concentrate the vibrations of the eardrum on the cochlea’s oval window.
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cochlea
a coiled, bony, fluid-filled tube in the inner ear; sound waves traveling through the cochlear fluid trigger nerve impulses.
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Inner ear
The innermost part of the ear, containing the cochlea, semicircular canals, and vestibular sacs.
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Sensorineural hearing loss
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hearing loss caused by damage to the cochlea’s receptor cells or to the auditory nerves; the most common form of hearing loss, also called *nerve deafness.*
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Conduction hearing loss
a less common form of hearing loss, caused by damage to the mechanical system that conducts sound waves to the cochlea.
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Cochlear implant
a device for converting sounds into electrical signals and stimulating the auditory nerve through electrodes threaded into the cochlea
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Place theory
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the theory that links the pitch we hear with the place where the cochlea’s membrane is stimulated.
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Frequency/ Temporal theory
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the theory that the rate of nerve impulses traveling up the auditory nerve matches the frequency of a tone, thus enabling us to sense its pitch.
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Gate-control theory
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the theory that the spinal cord contains a neurological “gate” that blocks pain signals or allows them to pass on to the brain.
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Kinesthesia
our movement sense—our system for sensing the position and movement of individual body arts.
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Vestibular sense
our sense of body movement and position that enables our sense of balance.
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Sensory interaction
the principle that one sense may influence another, as when the smell of food influences its taste.
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Embodied cognition
the influence of bodily sensations, gestures, and other states on cognitive preferences and judgments.
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Cocktail party effect
the ability to focus one's attention a particular stimulus while filtering out a range of other stimuli
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Choice blindness
Refers to ways in which people are blind to their own choices and preferences
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Context effects
the same stimulus can evoke different perceptions in different contexts
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Telepathy
mind to mind communication
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Clairvoyance
perceiving remote events that are happening currently, such as a house on fire in another state

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Precognition
perceiving future events, such as an unexpected death in the next month

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Psychokinesis
ability to move objects with one's mind
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Cornea
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the eye’s clear, protective outer layer, covering the pupil and iris.
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Proximity
when objects appear close to one another we tend to perceive them as a group
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Continuity
We perceive a pattern to be continuous, our eyes follow one object and perceive it to lead to the next one, creating a smooth path and pattern from different aspects of a picture.
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Closure
the tendency to complete figures that are incomplete
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Stroboscopic movement
a series of still images in rapid succession appears to be continuously moving (movie-like)
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Relative Height
a monocular cue for perceiving depth; objects higher in our field of vision are perceived as farther away
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Relative motion
a monocular cue where as the observer moves forward, the objects that appear to him/her to move backwards faster are closer than apparently slower-moving objects
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Relative size
a monocular cue for perceiving depth; the smaller the image the farther it is farther away
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Interposition
if one object partially blocks our view of another, we perceive it as closer
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Linear perspective
A monocular cue for perceiving depth; the more parallel lines converge, the greater their perceived distance.

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Light and shadow
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shading produces a sense of depth consistent with our assumption that light comes from above
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Brightness constancy & Shape/Size constancy
We perceive objects to have the same descriptions even if the lighting or size changes. Like you would still recognize a banana if you only saw the black shadow
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Relative luminance
amount of light an object reflects relative to surroundings
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Basilar membrane
A structure that runs the length of the cochlea in the inner ear and holds the auditory receptors, called hair cells.
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Volley principle
individual fibers in an auditory nerve respond to one or another stimulus in a rapid succession of rhythmic sound stimuli
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Umami
taste for monosodium glutamate
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Olfaction
sense of smell

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Semicircular canals/Vestibular sac
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Both respond to gravity to encode information about the head's orientation 
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Synesthesia
describing one kind of sensation in terms of another ("a loud color", "a sweet sound")
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Gustation
sense of taste
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Psychophysics
the study of relationships between the physical characteristics of stimuli, such as their intensity, and our psychological experience of them
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Ganglion
cells in the retina that receive visual information from the photoreceptors via the bipolar cells, and pass the information on to the brain.
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bipolar cells
Provide the main pathway from photo receptors tp ganglion cells
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Nueral Impulse
converts light to electrical impulses
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Hammer
A tiny bone that passes vibrations/ sound waves from the eardrum to the anvil. Also increases efficiency
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Stirrup
A tiny U shaped bone that passes vibrations from the anvil to the cochlea.
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auditory canal
the area that sound waves pass through to reach the eardrum
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locating sounds
Because we have two ears, sounds that reach one ear faster than the other causes us to localize sounds
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decibel
Measurement for Sound

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Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
Updated 490d ago
note Note
Imperialism Rise in Nationalism • During the French and Industrial Revolution, nationalism continued to inspire nations to increase their political and economic power. • Nationalism became the ideal force in the political, economic, and cultural life in the world, becoming the first universal ideology-organizing all people into a nation state. Nationalism Defined • The strong belief that the interest of a particular nation-state is of primary importance. o Nation-State – a state where the vast majority shares the same culture and is conscious of it. It is an ideal in which cultural boundaries match up with political ones. • As an ideology, it is based on the idea that the individual’s loyalty and devotion to the nation-state surpass other individual/group interests. • Exalting one nation’s belief above all others and placing primary emphasis on promotion of its culture and interests, excluding the interests of others. Changing the World through a Nationalistic Vision • The French Revolution significantly changed the political world and how countries govern. • The Industrial Revolution significantly changed the economic world. • The Age of Imperialism (1870-1914) dramatically changed the political, economic, and social world. What is Imperialism? • Imperialism- The policy of extending the rule of authority of an empire or nation over foreign countries, or of acquiring and holding colonies and dependencies. Power and influence are done through diplomacy or military force. Reasons for Imperialism • There are 5 main motives for empires to seek to expand their rule over other countries or territories: 1. Exploratory • Imperial nations wanted to explore territory unknown to them. • The main purpose for this exploration of new lands was for resource acquisition, medical or scientific research. o Charles Darwin • Other reasons: o Cartography (map making) o Adventure 2. Ethnocentric • Europeans acted on the concept of ethnocentrism o Ethnocentrism- the belief that one race or nation is superior to others. • Ethnocentrism developed out of Charles Darwin’s “survival of the fittest” theory. Philosophers used the theory to explain why there were superior races and inferior races. o This became known as Social Darwinism. • Most imperial nations believed that their cultural values or beliefs were superior to other nations or groups. • Believed imperial conquest would bring successful culture to inferior people. 3. Religious • Imperial expansion promoted a religious movement of people setting out to convert new members of conquered territories. • With the belief that Christianity was superior, missionaries believed it was their duty to spread Christianity to the world. • Christian missionaries established churches, and in doing so, they spread Western culture values as well. • Typically, missionaries spread the imperial nation's language through education and religious interactions. 4. Political • Patriotism and Nationalism helped spur our imperial growth, thus creating competition against other supremacies. • It was a matter of national pride, respect, and security. • Furthermore, European rivalry spurred nations for imperial conquest. Since land equaled power, the more land a country could acquire the more prestige they could wield across the globe. • Empires wanted strategic territory to ensure access for their navies and armies around the world. • The empire believed they must expand, thus they needed to be defended. 5. Economic • With the Industrial Revolution taking place during the same time, governments and private companies contributed to find ways to maximize profits. • Imperialized countries provided European factories and markets with natural resources (old and new) to manufacture products. • Trading posts were strategically placed around imperialized countries to maximize and increase profits. o Such places as the Suez Canal in Egypt which was controlled by the British provided strategic choke hold over many European powers. o Imperial powers competed over the best potential locations for resources, markets, and trade. History of Imperialism • Ancient Imperialism 600 BCE-500 CE o Roman Empire, Ancient China, Greek Empire, Persian Empire, Babylonian Empire. • Middle Age Imperialism (Age of Colonialism-1400-1800s) o Great Britain, Spain, Portugal, France, Netherlands (Dutch), Russia. • Age of Imperialism 1870-1914 o Great Britain, Spain, Portugal, France, Germany, Belgium, Italy, Japan, United States, Ottoman Empire, Russia. • Current Imperialism...? o U.S. Military intervention (i.e. Middle East) o Russia’s Invasion of Ukraine. Imperialism Colonialism • Refers to political or economic control, either legally or illegally. • Refers to where one nation assumes control over the other. • Creating an empire, expanding into neighboring regions and expanding the dominance far outside its borders. • Where a country conquers and rules over other regions for exploiting resources from the conquered country for the conqueror's benefit. • Foreign government controls/governs a territory without significant settlement. • Foreign government controls/governs the territory from within the land being colonized. • Little to no new settlement established on fresh territory. • Movement to settle to fresh territory. Age of Colonialism WHEN? • Started around the late 1400s and ended around the late 1700s/early 1800s. WHY? • Primary Reason: European countries, wished to find a direct trade route to Asia (China & India) and the East Indies. o Quicker and relatively more effective than land routes over Asia. • Secondary Reason: Empire expansion (land power) WHO? • Countries involved: Great Britain, France, Spain, the Dutch & Portugal. • Individuals’ knowns as Mercantilists believed that maintaining imperialized territory and colonizing the region could serve as a source of wealth, while personal motives by rulers, explorers, and missionaries could therefore promote their own agenda. o This agenda being “Glory, God and Gold”. Mercantilism • Mercantilism was a popular and main economic system for many European nations during the 16th to 18th centuries. • The main goal was to increase a nation’s wealth by promoting government rule of a nation’s economy for the purpose of enhancing state power at the expense of rival national power. • It was the economic counterpart of political absolutism. Why did mercantilists want colonies? • Mercantilists believed that a country must have an excess of exports over imports. • By colonizing territory, it provided the nation with indispensable wealth of precious raw materials. • Therefore, the claimed territory served as a market and supplier of raw materials for the mother country. Which, in time, provided an excess of exports for the nation and thus created wealth. o Development of Trading Companies to support this economic system. Hudson Bay Company – (1670). Controlled primarily North America. o Dutch East Indie Trading Company (1682) o East Indian Trading Company (1600) o Royal African Trade Company (1672) WHERE? • European nations begun to colonize the America, India and the East Indies to create a direct trade route. • Great Britain was the leading power in India, Australia and North America, South Africa. • Spain colonized central and South America. • French held Louisiana, coastal land of Africa and French Guinea. • The Dutch built an empire in the East Indies. • The Portuguese was able to take control of present-day Brazil and the southern tip of South America and Japan. Age of Colonialism • As countries started to imperialize these regions, eventually the concept of colonization took hold: • This is what makes the Age of Colonialism extremely different! End of Colonialism • By 1800, colonialism became less popular • Why? o Revolutions (Spain, France & American) o The Napoleonic Wars o Struggle for nationalism and democracy. o Exhausted all money and energy to supervise their colonies. Waiting to wake again • Imperialism would stay quiet for close to 50 years before Great Britain and France’s economies revitalized. • The outbreak of the Industrial Revolution only encouraged and revitalized European nations to begin their conquest for new territory and resources. Age of Imperialism THE SCRAMBLE FOR AFRICA 1870-1914 Conditions Prior to Imperialism of Africa  European interest in exploiting Africa was minimal.  Their economic interests & profit in Africa primarily came through coastal trade that took place during the 1500-1700s.  The slave trade became the main source of European profit.  Furthermore, disease, political instability, lack of transportation and unpredictable climate all discouraged Europeans from seeking territory. Slave Trade & the Trans-Atlantic Slave Voyages  Forced labor was not uncommon during the 13-17th Centuries. Africans and Europeans had been trading goods and people across the Mediteranea for centuries.  This all changed from 1526 to 1867, as a new system of slavery was introduced that became highly “commercialized, racialized and inherited”  By 1690, the America and West Indies saw approximately 30,000 African people shipped from Africa. A century later, that number grew to 85,000 people per year.  By 1867, approximately 12.5 million people (about twice the population of Arizona) left Africa in a slave ship. What Changed? 1. End of the Slave Trade- Left a need for trade between Europe and Africa. 2. Innovation in technology- The steam engine and iron hulled boats allowed Europe 3. Discovery of new raw materials- Explorers located vast raw materials and resources and this only spurred imperialism with Europe in the wake of the Industrial Revolution. 4. Politics- Unification of Germany and Italy left little room to expand in Europe. Germany and Italy both needed raw materials to “catch up” with Britain and France so they looked to Africa. The Scramble for Africa  The scramble started in 1870.  Although some coastal land had previously been acquired before 1870, the need for territory quickly accelerated as European countries looked t get deeper into Africa.  Within 20 years, nearly all continents were placed under imperialistic rule. Who was Involved?  Great Britain  France  Germany  Italy  Portugal  Belgium  Spain (kind) Violent Affairs  Violence broke out multiple times when European nations looked to claim the same territory.  Germ Chancellor. Otto van Bismarck. Attempted to avert the possibility of violence against the European powers.  In 1884, Bismarck organized a conference in Berlin for the European nations. The Berlin Conference (1884-85)  The conference looked to set ground rules for future annexation of African territory by European Nations.  Annexation is the forcible acquisition and assertion of legal title over one state’s territory by another state, usually following military occupation of the territory.  From a distant perspective, it looked like it would reduce tensions among European nations and avert war.  At the heart of the meeting, these European countries negotiated their claims to African territory, made it official and then mapped their regions.  Furthermore, the leaders agreed to allow free trade among imperialized territory and some homework for negotiating future European claims in Africa was established. Further Path  After the conference, european powers continued to expand their claims in Africa so that by 1900. 90% of the African territory had been claimed. A Turn towards Colonization?  Upon the imperialization of African territory, European nations and little interest in African land unless it produced economic wealth.  Therefore, European governments put little effort and expertise into these imperialized regions.  In most cases, this emat a form of indirect rule. Thus, governing the natin without sufficient settlement and government from within the mother country. Some Exceptions  There were some exemptions through in Africa as colonization was a necessary for some regions i n Africa.  Some regions where diamonds and gold were present. Government looked to protectorate the regions and establish rule and settlement in the regions.  Protectorates: A state controlled and protected by another state for defense against aggression and other law violations. Would  Some examples include South Africa, Botswana, Zimbabwe and Congo. Conclusion  Although it may appear that the Berlin Conference averted war amid the African Scramble, imperialism eventually brought the world into worldwide conflict.  With the continued desire to create an empire by European nations. World War 1 would break out which can be linked to this quest at imperialism.
Updated 490d ago
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