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| the analysis of the mind in terms of its basic elements. They expose participants to lights sounds and tastes and trained them to describe their inner experiences. |
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| held that psychology should study the functions of consciousness rather than its structure |
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| Psychodynamic perspective |
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| searches for the causes of behavior within the inner workings of our personality. |
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| Object relations theories |
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| focus on how early experiences with caregivers shape the views that people form |
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| focus on the role of external environment in governing our actions. |
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| environmental control (Watson) |
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| – learning experiences and environment influence our expectations and other thoughts and our thoughts influence how we behave |
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| Humanistic perspective (humanism) |
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| free will, personal growth, attempt to find meaning in one’s existence. |
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| what we consider ‘reality’ is largely our won mental creation |
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| Sociocultural perspective |
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| examines how the social environment and cultural learning influence our behavior, thoughts, and feelings |
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| record behavior in a way that participants are unware that they are being observed. |
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| documents that already exist |
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1. asking questions based on an observation
2.formulating a tentative explanation and hypothesis
3.conducting research to test hypothesis
4.analyzing the data
5.reporting findings
6.building a theory
7.using the theory to generate new hypotheses. |
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| seeks to identify how humans or animals behave in natural settings. |
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| in depth analysis of an individual, group,AMYGDALA: Also, part of the LS; Organizes motivational and emotional response patterns linked to aggression and fear. |
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| observes behavior as it is happening in its environment |
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| a number of gene pairs combine their influence to create a single phenotypic trait. |
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| determines the extent of which the differences in a group of people can be attributed to genetic factors. |
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| helps coordinate behaviors needed to satisfy motivational and emotional urges that arise in the hypothalamus – also involved in memory. |
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| a neural bridge between the two hemispheres of the brain. |
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| refers to the relatively greater localization of a function in one hemisphere than the other. |
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| the ablility tof neurons to change in structure and function. |
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| foreign substances that trigger a biochemical response from the immune system (ANTIbody GENerators) |
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| the lowest intensity at whicha stimulus can be decteded 50 percent of the time. |
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| a standard of how certain thay must be that a stimulus is present before they will say they detect it. |
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| concerned with the facctores atht influence sensory judgments. |
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| the lowest intensity at which the difference between 2 stimuli can be detected 50 percent of the time. |
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| states that the difference threshold, or jnd, is directly proportional to the magnitude of the stimulus with which the comparison is bing made. (pg 110) |
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| diminishing sensitivity to an unchanging stimulus |
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| best function in dim light, black and white |
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| color, best in bright illumination |
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| Part of the brain stem; vital body functions, i.e. heart rate & respiration; crossover for sensory and motor tracts from spinal cord to brain. |
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| part of the brain stem; regulates sleep; vital functions; carries nerve impulses between higher and lower levels of the nervous system. |
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| “little brain”; muscular movement coordination, i.e. balance and fine motor movement; learning memory. |
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| “Switchboard”; Organizes input from sensory organs and routes them to appropriate areas of the brain; visual, auditory and body senses have relay stations here. |
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| Forebrain; Motivation and emotion, i.e. sexual behavior, temperature regulation, sleeping, eating, drinking and aggression; involved with experience of pleasure and displeasure. |
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| Limbic system (LS); forming and retrieving memories. |
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| Also, part of the LS; Organizes motivational and emotional response patterns linked to aggression and fear. |
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| In temporal lobe; speech comprehension. |
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| In frontal lobe; controls production of speech. |
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| Executive functions, i.e. mental abilities, goal setting, strategic planning, impulse control; Phineas Gage. |
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| nerves controlling voluntary muscle movements |
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| controls glands, organs, blood vessels |
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| ANS has two parts(AUTONOMIC) |
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Sympathetic: arouses body to prepare for action (fight or flight)
Parasympathetic: slows down body to reserve energy |
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| respond to sensory organ input |
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| send signals to muscles to control movement |
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| the go-between of sensory and motor neurons |
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| Describe how the neuron is set up |
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| Dendrites, Cell body, Axon hillock connects to - mylin sheath - which surrounds the axon (and the spots betwen each set of myelin sheaths are called Nodes of Ranvier) which connects and splits into several axon terminals which release neurotransmitters |
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| the gatekeeper of the neuron, and from which all the action potential starts. |
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| Neurotransmitter - slows down the body, memory and attention (Alxheimer's) |
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| Neurotransmitter - voluntary movement, attntion and learning (high levels = schizophrenia) |
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| reduced sensitivity to pain - linked to pleasure |
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| arousal, sleep (prozac increases this) |
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| controls alertness and arousal - low levels = depression |
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| phrenology - the study of the structure of the skull to determine a person's character and mental cap. 26 organs including hope, immortality, self-esteem, time and murder - use it or lose it - parts get bigger if you use them |
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| emphasized the importance of experimental research. removed parts of animals brains to study their behavior afterwards. did this carefully |
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| Three main parts of brain |
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brain stem: automatic survival
limbic system: drives like food and sex
cerebral cortex: info-processing center |
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| I think therfore i am. - rationalist: knowledge comes through reasoning. nativist: heredity provides individuals with inborn knowlege and abilities |
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| father of psychology - His work focused on consciousness. Thus, he determined that it takes about 1/10 of a second to shift one’s attention from the sound of a bell (auditory stimuli) to the position of a pendulum (visual stimuli). This led Wundt to believe that we had a voluntary control process for mental events (I.e., selective attention). |
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| wholes vs. multiple individual elements - 'the whole is greater than the sum of the parts' |
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| detecting stimuli from the body or environment |
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| organizing sensations into meaningful patterns |
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| form of energy that affects sense organs |
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| study the relationship between stimuli and our response |
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| detect stimuli and convert energy int neural impulses |
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what we acutally see - not colors but burts of this.
long wavelengths - ac circuits, radio waves, infared
short - visible light, xrays, uv and gama rays |
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| light is initially focused on this covering |
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| muscle connected to pupil that changes its size to let more light in |
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| flexible disk under cornea that focuses light |
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| tissue at back of eye that contains recepter that conver it to nerve impulses |
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| marks that tend to fall along a smoth curve or line are grouped together |
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| pinna - animals can wiggle this |
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| eardrum, hammer, anvil, sturrup |
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| oval window, chochlea (snail shaped) |
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| provides info abouta body's orientation relative to gravity and head's position |
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