Psych General

The scientific study of behavior and mental processes

Debate about the relative contributions of genetics and environment

Framework that explains behavior using biological, psychological, and social factors

Focuses on brain, genetics, and physiology

Focuses on observable behavior and learning

Focuses on thinking, memory, and problem solving

Focuses on unconscious drives and childhood experiences

Focuses on free will and personal growth

Focuses on how behavior adapts for survival

The variable manipulated in an experiment

The variable measured in an experiment

An outside factor that may influence results

Assigning participants to groups by chance

A relationship between two variables

Perceiving a relationship where none exists

Average of scores

Middle score

Most frequent score

Measure of variability

Bell-shaped curve of data

Basic unit of the nervous system

Receive signals

Sends signals

Speeds transmission

Electrical impulse down the axon

Recovery time before neuron fires again

Movement and reward

Mood regulation

Muscle action and memory

Main inhibitory neurotransmitter

Main excitatory neurotransmitter

Arouses body (fight or flight)

Calms body (rest and digest)

Memory formation

Emotion (fear, aggression)

Homeostasis and drives

Balance and coordination

Decision making and movement

Touch and spatial processing

Vision

Hearing and language

Using prior knowledge to interpret information

Building perception from sensory input

Minimum stimulus detected 50% of the time

Smallest noticeable difference

Learning through association

Naturally triggers response

Unlearned reaction

Learned trigger

Learned reaction

Weakening of conditioned response

Responding similarly to similar stimuli

Distinguishing between stimuli

Learning through consequences

Add stimulus to increase behavior

Remove stimulus to increase behavior

Add stimulus to decrease behavior

Remove stimulus to decrease behavior

Reinforcement after set responses

Reinforcement after unpredictable responses

Learning by watching others

Getting information into memory

Maintaining information

Accessing stored information

Temporary processing of information

Conscious recall

Unconscious memory (skills)

Old info disrupts new learning

New info disrupts old memory

Mental shortcut

Step-by-step procedure

Seeking info that supports beliefs

Judging likelihood by ease of recall

Problem-solving ability

Accumulated knowledge

Theory of how thinking develops in children

0–2, object permanence develops

2–7, egocentrism and lack of logic

7–11, logical thinking and conservation

12+, abstract reasoning

Using existing schemas to interpret new info

Adjusting schemas for new info

Learning occurs through social interaction

Range between what a learner can do alone vs with help

Support provided to help learning

Eight stages of social/emotional growth

Infancy, develop trust or fear

Toddler, independence vs doubt

Early childhood, taking initiative

Childhood, competence vs inferiority

Adolescence, self-identity

Young adulthood, relationships

Middle adulthood, contribution

Late adulthood, reflection

Development influenced by environmental systems

Immediate environment (family, school)

Interactions between microsystems

Indirect environment (parents’ work)

Cultural values and norms

Time and life changes

Pleasure principle, seeks immediate gratification

Reality principle, balances id and superego

Moral standards

Unconscious strategies to reduce anxiety

Pushing thoughts out of awareness

Attributing own feelings to others

Redirecting emotions

Acting opposite of true feelings

Overestimating personality, underestimating situation

Attributing success to self, failure to external factors

Less likely to help in groups

Adjusting behavior to fit group

Following authority

Excessive worry

Sudden intense fear episodes

Irrational fear

Persistent sadness and loss of interest

Alternating mania and depression

Delusions, hallucinations, disorganized thinking

Multiple identities

Stress response stages

Initial reaction

Coping with stress

Resources depleted

Addressing cause of stress

Managing emotional response

Emotion follows physiological arousal

Arousal and emotion occur simultaneously

Arousal + cognitive label = emotion

Moderate arousal leads to optimal performance

Behavior motivated by reducing discomfort

Behavior motivated by rewards

Motivation driven by autonomy, competence, relatedness

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