The scientific study of behavior and mental processes Uses scientific research methods Behavior includes all observable behavior Mental processes include thoughts feelings and dreams Psychologist ID: 1045611
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1. Unit 1: Intro
2. PsychologyThe scientific study of behavior and mental processes.Uses scientific research methods.Behavior includes all observable behavior.Mental processes include thoughts, feelings and dreams.
3. PsychologistNeed a doctorate graduate degreeMay take 4-6 years to earn a doctorate in a subfield
4. Clinical PsychologistDiagnose and treat patients with psychological problemsLargest number of professional psychologists
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7. Basic ResearchPure science or researchResearch for the sake of finding new information and expanding the knowledge base of psychology
8. NeuropsychologistAlso called biological psychologists or biopsychologistsExplore how the brain worksMost often work in university/college settings
9. Social PsychologistExplore how behaviors, feelings, and beliefs are influenced by othersStudy conformity, attitudes, leadership, prejudice, group behavior, etc.Work in the business setting, government, and universities
10. Developmental PsychologistStudy the growth or development that takes place from the womb to deathWork in senior centers, hospitals, day-cares or universities
11. Cognitive PsychologistStudy thought processes including intelligence, problem solving, attention, decision making, language, etc.Work in educational settings and the business world
12. Experimental PsychologistAlso called research psychologistSpecialize in doing research in any of the other subfieldsWork at universities, for the government, or in a business setting
13. Applied ResearchResearch designed to solve specific practical problems
14. Forensic PsychologistApply law and psychology to legal issuesWork in correctional settings, law enforcement, and academic settings
15. Sports PsychologistExplore psychological issues in improving athletic performanceWork for sports teams or in private practice
16. Sports PsychologyPlay “Sports Imports” (5:38) Segment #33 from Scientific American Frontiers: Video Collection for Introductory Psychology (2nd edition)
17. Educational PsychologistStudy how humans learn and how to improve the learning processWork in school systems, the government, or at universities
18. Human-factors PsychologistStudy how people and machines interact at home and in the workplaceTry to minimize frustration and increase safety and productionWork in the business world or for the government
19. Industrial/Organizational (I/O) PsychologistTry to apply psychology to help business and organizations operateWork for the government, business or in academic settings
20. School PsychologistUse psychology to improve the development of children in the school systemAre involved in assessments (testing)Work for school systems, the government or universities
21. Consumer PsychologistStudy why people buy certain products and not othersWork in the business or academic world
22. Rehabilitation PsychologistHelp those who have been involved in an accident or have been illWork in medical rehabilitation centers
23. Health PsychologistFind ways to prevent disease and promote good healthWork for health agencies, hospitals, rehabilitation centers, and universities
24. Social WorkerOnly have an undergraduate or masters degree in psychology or social workWork to improve the lives of othersWork for the government, schools, and residential facilities
25. History and PerspectivesModule 02
26. Modern Psychology’s Nineteenth-Century RootsModule 2: History and Perspectives
27. Wilhelm Wundt (1832-1920)The “father of psychology”Founder of modern psychologyOpened the first psychology lab in 1879
28. E.B. Titchener (1867-1927)Analyzed the intensity, clarity and quality of the parts of consciousnessFounder of structuralism
29. StructuralismTheory that the structure of conscious experience could be understood by analyzing the basic elements of thoughts and sensations.
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31. Gestalt PsychologyPsychological perspective that emphasized our tendency to integrate pieces of information into meaningful wholes.The whole is different from the sum of its parts.
32. William James (1842-1910)First American psychologistAuthor of the first psychology textbookFounder of Functionalism
33. FunctionalismTheory that emphasized the functions of consciousness or the ways consciousness helps people adapt to their environment
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35. Psychology in the Twentieth CenturyModule 2: History and Perspectives
36. Sigmund Freud (1856-1939)Founder of the psychoanalytic perspectiveBelieved that abnormal behavior originated from unconscious drives and conflicts
37. http://www.natgeoeducationvideo.com/film/562/sigmund-freud
38. PsychoanalysisTheory of personality and therapeutic technique that attributes our thoughts and actions to unconscious motives and conflicts
39. Freud’s InfluenceInfluence on “pop culture”Freudian slipsAnal-retentiveInfluence on psychologyPsychodynamic theoryUnconscious thoughtsSignificance of childhood experiences
40. Ivan Pavlov (1849-1936)Russian PhysiologistStudied learning in animalsEmphasized the study of observable behaviors
41. John B. Watson (1878-1958)Founder of behaviorismStudied only observable and objectively described actsEmphasized objective and scientific methodology
42. BehaviorismThe theory that psychology should only study observable behaviors, not mental processes.
43. B.F. Skinner (1904-1990)American psychologist whose brand of behaviorism focused on the role of responses in learning.Focused on learning through rewards and observationBehaviorist
44. Humanistic PsychologySchool of thought that focuses on the study of conscious experience, the individual’s freedom to choose, and the capacity for personal growthStressed the study of conscious experience and an individual’s free willHealthy individuals strive to reach their potential.
45. Carl Rogers/Abraham MaslowProminent HumanistsRejected idea that behavior is controlled by rewards and punishmentsStressed free will in decision makingCarl Rogers
46. Jean PiagetDevelopmental and cognitive psychologist known for his studies of children’s thought processesInterested in how thinking develops
47. Psychology’s American GroundbreakersModule 2: History and Perspective
48. G. Stanley HallFirst American with a doctorate in psychologyOpen the first psychology lab in U.S. at John Hopkins UniversityFirst president of the APA
49. Mary Whiton CalkinsFirst woman to complete the requirements for a Ph.D. in psychologyPresident of the APA in 1905
50. Margaret Floy WashburnFirst woman to receive a Ph.D. in psychology in the U.S.
51. Francis Cecil SumnerFirst African-American to receive a Ph.D. in psychology
52. Kenneth Clark/Mamie Philips ClarkEducational psychologistsStudied institutionalized racismStudies were cited in “Brown v Board of Education”
53. Inex Beverly ProsserFirst African-American woman to receive a Ph.D. in psychology
54. Six Contemporary Psychological PerspectivesModule 2: History and Perspectives
55. Psychological PerspectivesMethod of classifying a collection of ideasAlso called “schools of thought”Also called “psychological approaches”To view behavior from a particular perspective
56. Cognitive PerspectiveSchool of thought that focuses on how people think – how we take in, process, store, and retrieve informationFocus: On how people think and process informationBehavior is explained by how a person interprets the situation
57. Biological PerspectiveSchool of thought that focuses on the physical structures and substances underlying a particular behavior, thought, or emotionFocus: How our biological structures and substances underlie a given behavior, thought, or emotionBehavior is explained by brain chemistry, genetics, glands, etc.
58. Social-Cultural PerspectiveSchool of thought that focuses on how thinking or behavior changes in different contexts or situationsFocus: How thinking and behavior change depending on the setting or situationBehavior is explained by the influence of other people present
59. Behavioral PerspectiveFocus: How we learn through rewards, punishments, and observationBehavior is explained by previous learning
60. Humanistic PerspectiveFocus: How healthy people strive to reach their full potentialBehavior is explained as being motivated by satisfying needs (safety, hunger, thirst, etc.), with the goal of reaching one’s full potential once basic needs are met.
61. Psychodynamic PerspectiveFocus: How behavior is affected by unconscious drives and conflictsBehavior is explained through unconscious motivation and unresolved inner conflicts from one’s childhood.Modern version of psychoanalytic perspective.
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63. Psychology in the Twenty-First CenturyModule 2: History and Perspectives
64. Behavior GeneticsSchool of thought that focuses on how much our genes and our environment influence our individual differencesFocus: How behavior is affected by genes and the environmentCombines biology and behaviorismEmphasis on the importance of both genetic and environmental factors on behavior
65. Evolutionary PsychologyCombines aspects of biological, psychological, and social perspectivesBehavior is explained by how the behavior may have helped our ancestors survive long enough to reproduce successfully.
66. Positive PsychologyMovement that focuses on the study of optimal human functioning and the factors that allow individuals and communities to thriveFocus: To study and promote optimal human functioningMartin E.P. Seligman is a major advocateShould promote building positive qualities of people
67. History of Psychology
68. History of Psychology
69. History of Psychology
70. Research Methods Yeah!!!!!!!!!
71. Research and Research MethodologyMethod of asking questions then drawing logical supported conclusionsResearchers need to be able to determine if conclusions are reasonable or not (critical thinking).
72. ObservationGathering of information by simply watching subjectsCan lead to bias
73. BiasSituation in which a factor unfairly increases the likelihood of a researcher reaching a particular conclusionBias should be minimized as much as possible in research
74. Researcher BiasThe tendency to notice evidence which supports one particular point of view or hypothesisObjectivity tends to reduce bias.
75. Critical ThinkingThinking that does not blindly accept arguments or conclusions but questions their validity
76. Participant BiasTendency of research subjects to respond in certain ways because they know they are being observedThe subjects might try to behave in ways they believe the researcher wants them to behaveCan be reduced by naturalistic observation
77. Naturalistic ObservationMethod of observation where subjects are observed in their “natural” environmentSubjects are not aware they are being watchedCould use hidden cameras or two way mirrors
78. Case StudyIn depth study of one individual with the hopes of determining universal principlesThis technique is very open to biasDifficulty of applying data from one person to everyone
79. Correlational StudyResearch study designed to determine the degree to which two variables are related to one another
80. How to Read a Correlation
81. Positive CorrelationAs the value of one variable increases (or decreases) so does the value of the other variable.A perfect positive correlation is +1.0.The closer the correlation is to +1.0, the stronger the relationship.
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84. Negative CorrelationAs the value of one variable increases, the value of the other variable decreases.A perfect negative correlation is -1.0.The closer the correlation is to -1.0, the stronger the relationship.
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87. Zero CorrelationThere is no relationship whatsoever between the two variables.
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89. Correlational StudyImportant NOT to imply a cause and effect relationship between the variablesCorrelational study does not determine why the two variables are related--just that they are related.Correlational studies are helpful in making predictions.
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91. PopulationThe total large group being studied from which a sample is drawn for a study
92. Random SampleA sample that represents a population fairly:Each member of the population has an equal chance of being included.If a sample is not random it is said to be biased.
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94. What are the Odds of Each?
95. What are the Odds of Each?1 in 2,598,960
96. What are the Odds of Each?1 in 2,598,9601 in 2,598,960
97. Developmental PsychologistsPsychologists who study how individuals change throughout their lifetime
98. Longitudinal StudyDevelopmental study where researchers study the same group of individuals for many yearsCan be very expensive and difficult to conduct
99. Cross-Sectional StudyDevelopmental study where researchers simultaneously study a number of subjects from different age groups and then compare the resultsCheaper, easier than longitudinal studies, but group differences may be due to factors other than development.
100. HypothesisA testable prediction of the outcome of the experiment or research
101. Operational DefinitionsA specification of the exact procedures used to make a variable specific and measurable for research purposesIn evaluating others’ research, first determine if you agree with the researchers’ operational definitions.
102. Independent VariableThe experimental variable which causes something to happenThe “cause variable”The variable manipulated by the experimenterThe variable which should change the dependent variable
103. Dependent VariableThe experimental variable which is affected by the independent variableThe “effect variable”The outcome of the experimentThe variable being measured
104. Experimental GroupThe subjects in an experiment who are exposed to the treatment (independent variable)Also called the experimental conditionThe group being studied and compared to the control group
105. Control GroupAre not exposed to the independent variableResults are compared to those of the experimental groupAlso called the control condition
106. Confounding VariablesVariables, other than the independent variable, which could inadvertently influence the dependent variableThese variables should be controlled for in order to draw a true, cause-effect relationship in the experiment.Many confounding variables can be eliminated through random assignment.
107. Random AssignmentAssigning participants to the control and experimental groups by chanceEach participant should have an equal chance of being assigned into either group.
108. Blind procedureAn experimental procedure where the research participants are ignorant (blind) to the expected outcome of the experimentSometimes called single blind procedure
109. Double Blind ProcedureAn experimental procedure where both the research participants and those collecting the data are ignorant (blind) to the expected outcome of the experiment
110. PlaceboA non-active substance or condition administered instead of a drug or active agentGiven to the control group
111. Statistically SignificantPossibility that the differences in results between the experimental and control groups could have occurred by chance is no more than 5 percentMust be at least 95% certain the differences between the groups is due to the independent variable
112. ReplicationRepeating the experiment to determine if similar results are foundIf so, the research is considered reliable.
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114. Nature and Nurture in PsychologyModule 03
115. Behavior GeneticsThe study of the relative effects of genes and environmental influences our behavior
116. GenesThe biochemical units of heredity that make up the chromosomes Many genes together make up chromosomes
117. EnvironmentEvery nongenetic influence, from prenatal nutrition to the people and things around usAny influence, other than genetic, on an individual’s behaviorInclude:The culture someone is raised inOne’s familySocioeconomic group
118. Nature and Nurture IssueNature side entails the genetic code passed from parent to child.Nurture side involves all environmental influences from prenatal development on.Which parts of human behavior can we attribute to nature and which can be attributed to nurture?
119. Genetics in BriefModule 3: Nature and Nurture in Psychology
120. ChromosomesThreadlike structures made up of DNA that contain the genes46 pairs in each cell23 received from each parent
121. Chromosomes
122. Deoxyribonucleic Acid (DNA)A complex molecule containing the genetic information that makes up the chromosomes
123. NucleotidesThe four letter code to distinguish genesLetters A,T,C, or G are used
124. Cellular Makeup
125. MutationRandom errors in gene replication that lead to a change in the individual’s genetic code; The source of genetic diversityCan be desirable or undesirable changes
126. PredispositionThe possibility of something happening through the genetic codeGenetics creates the potential for somethingThe environment may or may not trigger the predisposition
127. Genetic Diseaseshttp://www.hrmvideo.com/catalog/living-with-genetic-disorders
128. Nature and Individual DifferencesModule 3: Nature and Nurture in Psychology
129. Identical TwinsTwins who developed from a single fertilized egg that splits in two, creating two genetically identical organismsCalled monozygotic twins
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131. Fraternal TwinsTwins who developed from separate eggs; the are genetically no more similar than other siblings, but they share a fetal environmentCalled dizygotic twins
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133. HeritabilityThe degree to which traits are inheritedThe proportion of an individual’s characteristics that can be attributed to genetics (heredity)
134. Twin StudiesUsed to determine the heritability of a given traitData is collected from both identical and fraternal twins on the traitCompare the data between the two groupsImportant not to conclude that a specific behavior is inherited
135. Adoption StudiesCompare adopted children’s traits with those of their biological parents and their adopted parentsTrait similarities with biological parents: attribute the trait to heredityTrait similarities with the adopted parents: attribute the trait to the environment
136. Early Brain DevelopmentEarly experience is critical in brain development.In later life continued use is necessary to maintain neural connections in the brain.
137. Peer InfluencesPeer influence in adolescence is very powerful.Many studies suggest a peer group is correlated with school performance, smoking, and other behaviors.
138. CultureThe shared attitudes, beliefs, norms and behaviors of a group communicated from one generation to the next
139. NormsUnderstood rules for accepted and expected behaviorConsist of the “proper behavior” within a group
140. IndividualismGiving priority to one’s goals over the goals of the group, Defining one’s identity in terms of personal attributes rather than the group’s identificationTend to see people as separate and independent
141. CollectivismGiving priority to the goals of one’s group (often the extended family or work group) and defining one’s personal identity accordinglySee people as connected to othersIndividual needs are sacrificed for the good of the group.
142. The End