PSYC 1101 EXAM 1

An early school of psychology founded by Wilhelm Wundt and Edward Titchener that used introspection to analyze the structure of the mind.

An early school of psychology influenced by William James that focused on the purpose of mental processes and how they help people adapt to their environment.

Psychology should be an objective science based only on observable behavior.

John B. Watson and B.F. Skinner.

Skinner’s pigeons pressing levers for food.

Sigmund Freud.

Unconscious conflicts and childhood experiences shape behavior.

Dream analysis and free association.

Carl Rogers and Abraham Maslow.

Self-actualization, free will, growth, unconditional positive regard.

Therapy emphasizing empathy and acceptance.

Thinking, reasoning, decision-making, memory, and language.

Studying how people solve math problems.

Links between mental activity and brain structure using brain imaging.

Seeing which brain areas activate during reading.

Whether genes (nature) or environment (nurture) shape behavior.

Genes and environment interact; epigenetics shows environment can turn genes on or off.

Charles Darwin.

Traits that improve survival and reproduction become more common across generations.

How mental traits evolved.

Genetic vs. environmental influences on behavior using twin and adoption studies.

Martin Seligman.

Positive emotions, strengths, resilience, and what makes life worth living.

An integrated perspective combining biological, psychological, and social influences.

Builds general knowledge, such as how memory works.

Solves practical problems, such as improving school curricula.

Helps with life stressors and career counseling.

Diagnoses and treats mental disorders using therapy.

A medical doctor who can prescribe medication.

Designs community-level prevention and intervention programs.

Believing you “knew it all along” after something happens.

Overestimating your knowledge or ability.

Humans see patterns in randomness, so experiments are needed.

Repetition, confirmation bias, emotional anecdotes, authority, and social proof.

An explanation that predicts.

A testable prediction.

Specific ways variables are measured.

Repeating studies to confirm results.

Observe, form a question, hypothesis, test, analyze, conclude, replicate.

In-depth study of one case.

Watching behavior in a natural setting.

Self-report from a large sample.

Every member has an equal chance of being chosen.

As one variable increases, the other increases.

As one variable increases, the other decreases.

Correlation does not equal causation.

What the experimenter manipulates.

What is measured.

Assigning participants randomly to reduce confounding.

Neither participants nor researchers know who receives treatment.

An inactive substance used as a control.

Describes behaviors.

Predicts relationships.

Tests cause and effect.

Spaced practice, deep processing, self-testing, sleep, active recall.

Comparing age groups at one time.

Following the same people over time.

Whether development is gradual or stepwise.

Whether traits remain stable or change with environment.

Zygote (0–2 weeks), Embryo (2–8 weeks), Fetus (9+ weeks).

Transfers nutrients and screens harmful substances.

Harmful agents like drugs, alcohol, viruses.

Condition with low birth weight, small head, and cognitive deficits.

Rooting, sucking, grasping, startle.

Mother’s voice and face-like images.

Decreasing response to repeated stimulation.

Distress around unfamiliar people, starting around 8 months.

Comfort matters more than food in attachment.

Rapid attachment in some animals; humans form attachment more gradually.

Explores freely, happy upon reunion.

Clingy and hard to comfort.

Indifferent to caregiver.

Phonemes, morphemes, grammar.

Universal Grammar is innate.

Understanding speech before speaking.

Around 4 months.

Around 1 year, using single words.

Around 2 years, using telegraphic speech.

Speech production.

Language comprehension.

Language shapes thought.

Language influences but does not fully determine thought.

Mental rehearsal that improves performance.

The transition from childhood to adulthood.

Sexual maturation.

Pruning, myelin growth, active limbic system, immature frontal lobe.

Formal Operations (abstract reasoning).

Preconventional, Conventional, Postconventional.

Identity vs. role confusion.

A stage (18–25) of exploration and instability.

Decline in fertility; menopause in women.

Declines in vision, hearing, reaction time, strength.

Slows decline and stimulates neurogenesis.

Recall declines more than recognition.

Cultural timing of major life events.

Often remains stable or increases.

The ability to learn, adapt, and solve problems.

A common factor underlying all abilities.

Quick reasoning and problem-solving.

Accumulated knowledge.

Howard Gardner (8 types).

Robert Sternberg (analytical, creative, practical).

Ability to perceive, understand, manage, and use emotions.

Alfred Binet.

Common IQ tests with verbal and performance subtests.

Comparing test scores to a norm group.

Consistency of test results.

Whether a test measures what it claims.

Crystallized rises, fluid declines.

50–80% of IQ variation is genetic.

Identical twins are more similar than fraternal twins, even when raised apart.

Malnutrition and poverty lower IQ; enrichment raises it.

Belief intelligence can develop, leading to achievement.

Fear of confirming a stereotype that lowers performance.

Listening to Mozart boosts spatial reasoning briefly, not IQ permanently.

It builds trust and does not spoil the baby.

Babble with their hands.

Core traits remain stable, but context can change behavior.

Both are effective; combined treatment often works best.

Unconscious bias people may hold.

During adolescence.

Smiling can slightly improve mood.

Preconventional, Conventional, Postconventional

Obedience and Punishment Orientation – behavior driven by avoiding punishment

Individualism and Exchange – behavior driven by self-interest and rewards

Good Interpersonal Relationships – behavior driven by social approval and being seen as “good”

Maintaining Social Order – behavior driven by obeying laws and respecting authority

Social Contract and Individual Rights – laws are flexible for the greater good and protection of rights

Universal Ethical Principles – behavior guided by internal principles of justice, equality, and human dignity, even if against laws