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| The study of mental processes (mind) and behavior |
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| Knowledge comes from direct experience (science) |
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| how basic elements (sensations and feelings) are formed in mental structure |
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| A procedure used to study the structure of the mind in which subjects are asked to describe in detail what they are experiencing when they are exposed to a stimulus |
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| – Emphasized the overall patterns (perceptual units) of thoughts or experience |
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Emphasized purposes of immediate experience |
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Freudian psychotherapy in which the goal is to release hidden unconscious thoughts and feelings in order to reduce their power in controlling behavior |
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How a specific stimulus evokes a specific response (Antecedent, Behavioral response, Consequence). |
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| Biological/Neuroscience Perspective |
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| views behavior from the perspective of biological functioning |
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| Psychodynamic Perspective |
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| Focuses on observable behavior |
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| Examines how people understand and think about the world |
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| Contends that people can control their behavior and that they naturally try to reach their full potential |
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| An approach to therapy that uses techniques taken from a variety of treatment methods rather than just one |
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| ________is considered the father of modern day psychology. The field began as a formal scientific area of study in__________. |
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| A specific, testable proposition about a phenomenon |
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1. A statement that defines the exact operations or methods to be used in research. |
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| Numbers that represent research findings, and provide a basis for research conclusions |
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| Tentative set of propositions accounting for predicting and suggesting ways of controlling certain phenomena |
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| Scientific Goals of Psychology |
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a. Observing and Describing b. Predicting c. Control d. Explain |
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a. Features: Observations of human or animal behavior in the environment in which it typically occurs b. Strengths – Provides descriptive data about behavior presumably uncontaminated by outside influences c. Pitfalls – Observer bias and participant self-consciousness can distort results |
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a. Features – Intensive examination of the behavior and mental processes associated with a specific person or situation b. Strengths – Provide detailed descriptive analysis of new, complex, or rare phenomenon c. Pitfalls – May not provide a representative picture of phenomena |
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a. Features – Standard set of questions asked of a large number of participants b. Strengths – Gather large amounts of descriptive data relatively quickly and inexpensively c. Pitfalls – Sampling errors, poorly phrased questions, and response biases can distort results |
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a. Features – Examine the relationships between research variables b. Strengths – Can test predictions, evaluated theories, and suggest new hypothesis c. Pitfalls – Cannot infer causal relationships between variables |
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| manipulation of one variable (IV) to observe its effect on another variable (DV) while holding all other variables constant |
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| Independent Variables (IV) |
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| manipulated by researcher |
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| Factor measured by researcher |
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| Confounding/Extraneous Variable |
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1. Any variable affecting the DV other than the IV |
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| Used to eliminated Confounding variables related to individual differences |
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| Change in Behavior due to the belief that the treatment is effective |
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| Any group participating in an experiment that receives a treatment |
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1. A group participating in an experiment that receives no treatment |
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1. factors that distort how the independent variable affects the dependent variable in an experiment |
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1. Keeping part the participant “blind” to the drugs/experiment to prevent experimenter bias |
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| a subset of the population |
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1. Everyone in the population has an equal chance of being selected |
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| – The branch of statistics that provides a means of summarizing data |
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| The branch of statistics that uses data from samples to make predictions about the larger population from which the sample is drawn |
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| values of both variables move in the same direction |
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1. values of the two variables move in opposite directions |
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1. CORRELATION DOES NOT EQUAL CAUSATION! |
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| Statistically Significant |
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1. An outcome in which the observed outcome would be expected to have occurred by chance with a probability of .05 or less. |
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a. The sound of the alarm clock is conversed to your brain by your ears |
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Nervous System: Processing |
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a. Your brain knows from past experience that it’s time to get up |
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| brain directs the muscles of your arm and hand to shut off the alarm clock |
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| Nerve cells, the basic elements of the nervous system |
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| Hold neurons in place; provide nourishment to neurons, insulate them, help repair damage, and generally support neural functioning |
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| An electric nerve impulse that travels through a neuron when it is set off by a “trigger,” changing the neuron’s charge from negative to positive. All or none, when it happens it must be completed |
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| insulates neuron and speed and rate of action potentials (looks like a blanket) |
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1. Autonomic Nervous System: Sympathetic System |
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| Prepares the body for action through the “Fight or Flight” Syndrome |
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| The major divisions of the nervous system are the |
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1. : Peripheral Nervous System (sensory and motor systems), and Central Nervous System (made up of the brain and spinal cord) |
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| binding sites for neurotransmitters |
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1. chemical messengers that carry the message across the synapse to the dendrite of a receiver neuron |
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| gap between neurons that neurotransmitters cross |
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Autonomic Nervous System: Parasympathetic System |
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| regulates the body’s energy-conserving functions. Brings heart rate and respiration back to normal after the emergency is over |
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| most advance; complex behavior and mental activities; need to plan things out |
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a. relay system; sensory perceptions are running through here to get to the Cerebral Cortex |
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a. regulates basic Drives: Temperature, food, breathing |
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a. Amygdala and hippocampus (learning and memory); responsible for emotions |
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| keeps you alive, most important part of brain; controls basic functions |
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| Responsible for attention, sleep, and mood changes |
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| Responsible for balance and coordinated movements |
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| responsible for languages and abilities |
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| Spatial, artistic and musical abilities |
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| Bundle of fibers that connects the hemispheres of the brain |
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| The dominance of one hemisphere of the brain in specific functions, such as language |
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