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-a natural process subject to natural laws
-observable and measurable actions of people and animals
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| refers to sensations, memories, motives, emotions, thoughts, and other subjective phenomena particular to an individual or animal that are not readily observed. |
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| considered the philosophical issues of beauty and justice and the rights of man |
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| (student of Socrates) believed that humans possess innate knowledge that is not obtainable simply by observing the physical world |
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| (student of Plato); his application of logic and systematic observation of the world laid the basis for the scientific method. |
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| divides the world and all things in it into two parts: body and spirit. This theme is often recurrent in psychology |
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| René Descartes (1596-1650) |
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| Believed that the physical world is not under divine influence but rather follows a set of observable laws or rules. He believed that Humans were the exception to this rule because they possessed a mind and he believed that a mind is not observable and is not subject to natural laws. |
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| an immediate, unconcious reaction to an environmental event (i.e. pulling your hand away from fire) |
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| believed that everything including the mind was under control of a set of observable rules (unlike Descartes). Founded the school of thought known as empiricism. Proposed the term "tabula rasa" ("blank slate") |
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| the school of thought founded by Locke; the acquistion of truth through observations and experiences |
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| Tabula Rasa ("blank slate") |
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| term coined by Locke; used to describe the mind of a child, said that all knowledge we have must be learned; nothing is innate. All knowledge is derived from experience. |
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| Thomas Hobbes (1588-1679) |
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| believed the idea of a soul, spirit, or mind was meaningless. His philosophy was materialism. |
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| the belief that the only things that exist are matter and energy. |
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| Charles Darwin (1809-1882) |
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| published Origin of Species in 1859 and coined the term "natural selection," evolutionist |
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| organisms with traits favorable for their environment are more likely to survive, reproduce, and pass on the favored traits to their offspring; Darwin's theory |
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| Wilhelm Wundt (1832-1920) |
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| In 1879 in Leipzig, Germany, Wundt opened a laboratory to study consciousness. Founded structuralism, |
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| Edward Titchner (1867-1927) |
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| a student of Wundt's laboratory and was one of the first to bring the science of psychology to the US. Founded structuralism (with Wundt) and wanted to understand the smaller elements of the mind (sensations, feelings, and images) in hopes that this would lead to the understanding of the greater structure of the mind. |
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| William James (1842-1910) |
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| American psychologist; opposed structuralism and wanted to focuse on the function or purpose of the mind; heavily influenced by Darwin and led Functionalism. Coined the term "stream of consciousness" |
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| Why is psychology a science? |
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| Psychology is a science because it uses systematic collection and observation of data to try to answer questions about the mind and behavior and their interactions. |
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| School of Thought: Biological |
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| Seeks to understand the interactions between anatomy, physiology, and behavior. |
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| School of Thought: Behavioral |
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| Study of observable behavior. Mind or mental events are unimportant to the behaviorists, as they cannot be observed. Classical Conditoning (identified by Ivan Pavlov) and Operant Conditioning (identified by B.F. Skinner) are findings in behaviorism. |
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| A set of techniques in which psychological problems are considered to be the produce ot learned habits, which can be unlearned by the application of behavioral methods. |
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| School of Thought: Cognitive |
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| Rooted in the idea that to understand people's behavior, we must first understand how they construe their environment--in other words, how they think. This approach combines both the structuralist approach of looking at the subcomponents of thought and the functionalist approach of understanding the purpose of thought. Methods such as reaction-time tasks, computer models, and participant's self reports are used to better understand thought. Popular approach. |
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| School of Thought: Humanistic |
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| Rooted in the philosophical tradition of studying the roles of consciousness, free will, and awareness of the human condition. This emphasizes personal values and goals and how they influence behavior. Abraham Maslow introduced "self-actualization," the need for individuals to reach their full potential in a creative way. Carl Rogers stressed the role of positive interaction (unconditional love) between the mother and the child as critical for self-actualization. |
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| School of Thought: Psychoanalytic/Psychodynamic |
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| Was concerned with individuals and with the mental problems of individuals. Freud drew a distinction between consciousness--a mental state of awareness to which we have ready access--and the unconscious--those mental processes to which we do not normally have access. More recent eclectic theories based on psychoanalysis are called psychodynamic. |
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| School of Thought: Sociocultural |
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| The environment has a great deal to do with how a person behaves and how others perceive that behavior. According to this approach, cultural values vary and must be taken into account when trying to understand, predict, or control behavior. |
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| a type of learning in which a neutral stimulus comes to elicit an unconditioned response when that neutral stimulus is repeatedly paired with a stimulus that normally causes an unconditioned response (i.e. Pavlov's experiment or Little Albert") |
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| learning that is strengthened when behavior is followed by positive reinforcement; a subject learns that behavioral response will have an environmental outcome |
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| an investigation seeking to understand relations of cause and effect; a controlled scientific procedure to determine whether certain variables manipulated by the researcher have an effect on other variables |
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| the experimenter seeks to change the variable (cause) and measure the change in the other variable (effect). |
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| the factor that is manipulated by the researcher to determine its effect on another variable |
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| in an experiment, the factor that is being measured and that may change in response to manipulations of the independet variable |
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| in a study, the participants who recieve the treatment; the group recieving or reacting to the independent variable |
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| the group that does not recieve the independent variable or treatment |
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| a representitive segment of a target population |
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| tries to make sure that the characteristics of the experimental and control groups are similar |
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| where the participants in an experiment do not known whether they are in the control or experimental group; this technique is used to avoid having subjects inadvertently influencing the results |
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| where neither the subjects not the researchers know who is in the experiment/control groups. A third person will have this data. This is to prevent subjects/researchers to inadvertently influencing the results. |
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| assessing the degree of association between 2 or more attributes or characteristics of interest that occur naturally. |
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| an in-depth study of a single person or group to reveal some universal principle |
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| These statistics describe data. They don't allow for conclusions to be made about anything other than about the particular set of numbers they describe. |
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| measures that characterize the typical value in a set of data (i.e. mean, median, mode) |
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| arithmetic average of a set of numbers; measure of central tendency |
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| the most frequently occuring value in the data set; a measure of central tendency |
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| the number that falls exactly in the middle of a distribution of numbers; a measure of central tendency |
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| refers to how much the numbers in a set differ from each other |
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| measures a function of the average dispersion of numbers around the mean and is a commonly used measure of variability |
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| another common descriptive statistic; express the standing of one score relative to all other scores in a set of data |
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| Pearson product-moment Correlation Coefficient |
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| a descriptive statistic that describes the linear relationship between 2 attributes. Pearson correlations can be positive, zero, or negative and are typically measured on a scale ranging from 1 to 0 to -1. |
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This means that as attribute X increases, attribute Y always does the same proportionally; a relationship between variables in which one variable increases as the other variable also increases
A correlation of 1 indicates a perfect positive correlation. |
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As the value of attribute X increases, the value of attribute Y always decreases proportionally; an unpleasant stimulus between 2 variables in which one variable increases as the other variable decreases
A correlation of -1 is a perfect negative correlation. |
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| Allow researchers to test hypotheses about data and to determine how confident they can be in their inferences about the data |
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| he conducted obedience experiments in which he convinced participants that they were administering painful electric shocks to other participants, when they weren't. Many people felt this was unethical and now ethical standards for reasearch has been tightened. |
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| psychology put directly into practice (i.e. when a therapist meets with a client) |
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| psychology that is grounded in research |
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| study of mental disorders and its practitioners can prescribe medication |
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