front 1 Empiricism | back 1 The idea that knowledge comes from experience |
front 2 Mary Whiton Calkins | back 2 The first female president of the American Psychological Association. She created self-psychology, which emphasized a self-evaluation of one’s personal experiences. |
front 3 Charles Darwin | back 3 Developed theories of evolution and natural selection. His beliefs inspire the evolutionary approach in psychology. |
front 4 Dorothea Dix | back 4 An advocate for the mentally ill by highlighting the deplorable conditions in asylums. She created the first mental hospitals in America. |
front 5 Sigmun Freud | back 5 the father of psychoanalysis. |
front 6 G. Stanley Hall | back 6 Known as the founder of educational psychology and child psychology. He shaped adolescent themes in psychology. |
front 7 William James | back 7 Wrote the Principles of Psychology and is the founder of functionalism. He created the James-Lange theory and mentored Mary Whiton Calkins. |
front 8 Ivan Pavlov | back 8 known for his work in classical conditioning |
front 9 Jean Piaget | back 9 Created stages of development for children including the sensorimotor, preoperational, concrete operational, and formal operation phases. |
front 10 Carl Rogers | back 10 A humanist psychologist who created client-centered therapy where the therapist guides personal growth. |
front 11 B.F. Skinner | back 11 A behaviorist psychologist. He created the theory of operant conditioning where he studied how consequences shape behavior. |
front 12 Margaret Floy Washburn | back 12 The first woman granted a Ph.D. in psychology. |
front 13 John B. Watson | back 13 The father of behaviorism. He is famous for the controversial Little Albert experiment |
front 14 Wilhelm Wundt | back 14 Created the first psychology laboratory. Also the founder of structuralism. |
front 15 Structuralism | back 15 structure is more important than function. the mind must be broken into elements to understand the brain and its functions |
front 16 Introspection | back 16 people try to understand the thoughts or emotions they are experiencing at the time. |
front 17 Fuctionalism | back 17 came after structuralism and was created to understand how the conscious mind is related to behavior |
front 18 Behaviorism | back 18 was the study of observable events. This theory shifted psychology from a study of the unconscious and conscious mind to a more science-based study based on observable events. |
front 19 Gestalt | back 19 says that the whole is different than the sum of its parts. Looks at the mind and behavior as a whole. It suggests that human minds do not focus on small components. Instead, humans see the greater whole. |
front 20 psychoanalytic/Psychodynamic | back 20 approach focuses on the study of the unconscious mind. It states that behavior is determined by past experiences. Sigmund Freud is the key individual that used this approach, and he built his theories based on it. |
front 21 humanistic | back 21 approach believes that humans have free will and the ability to grow. All individuals are striving to reach self-actualization and their greatest potential with this approach. |
front 22 evolutionary | back 22 approach uses evolutionary biology to explain human behavior. Also, it looks at how natural selection due to variable traits promotes the survival of genes |
front 23 Biological | back 23 perspective states that behavior is based on physical processes, such as those relating to the brain, hormones, and other chemicals. |
front 24 cognitive | back 24 approach states that thought processes impact the way people behave. It focuses on memory, intelligence, perception, problem-solving, language, and learning influencing behavior (internal processes of the mind). |
front 25 biopsychosocial | back 25 acknowledges the person as a whole and tries to look at all of the patient's circumstances. It looks at biological, psychological, and social factors to understand a person’s behavior. |
front 26 sociocultural | back 26 studies how thinking and behavior vary across cultures and situations. |
front 27 Biological psychology | back 27 states that physical processes shape behavior. |
front 28 Clinical psychology | back 28 is a section of psychology focused on assessing and treating mental, emotional, and behavioral disorders. |
front 29 Cognitive psychology | back 29 studies the mental processes associated with thinking, knowing, and communicating. |
front 30 Counseling psychology | back 30 focuses on personal issues that are not classified as mental disorders. These types of therapists help people cope with challenges and crises in life. |
front 31 Developmental psychology | back 31 studies social, physical, and cognitive changes throughout the lifespan. |
front 32 Educational psychology | back 32 is the study of how psychological processes can impact and improve learning and teaching. |
front 33 Experimental psychology | back 33 uses the experimental method to examine relationships between behavior and the mind. |
front 34 Industrial-organizational psychology | back 34 studies the relationships between work and people in order to help companies increase productivity, boost morale, and select and train employees. |
front 35 Personality psychology | back 35 is the study of how personality affects the way people think and behave. |
front 36 Psychometric psychology | back 36 focuses on psychological measurement and is concerned with the design of psychological examinations. |
front 37 Social psychology | back 37 studies how humans are influenced by one another and how we relate and think about each other. |
front 38 Positive psychology | back 38 focuses on making human existence more fulfilling, rather than focusing on the treatment of mental illness. It promotes strengths and virtues to improve the lives of people and communities. |
front 39 Experiments | back 39 Manipulates one or more independent variables to determine the effects of certain behavior. |
front 40 Correlational Studies | back 40 Involves looking at the relationships between two or more variables and is used when performing an experiment is not possible. |
front 41 Survey Research | back 41 The collection of information reported by people about a particular topic. |
front 42 Naturalistic Observations | back 42 A researcher observes a subject's behavior without intervention. |
front 43 Case Studies | back 43 A case study is an in-depth study of an individual or a small group. |
front 44 Longitudinal Studies | back 44 The same individuals are studied over a long period of time from years up to decades. |
front 45 Cross-Sectional Studies | back 45 examines people of different groups at the same time. For example, studying people that are different ages at the same time to see what differences can be attributed to age. |
front 46 Hawthorne Effect | back 46 people behave differently when they know they are being watched, which could impact the results |
front 47 Basic Research | back 47 is performed to learn about something. It is curiosity-driven and used to expand upon knowledge. It doesn't have an immediate objective. |
front 48 Applied Research | back 48 answers specific questions and is used to solve a problem or do something of practical use |
front 49 Operational Definition | back 49 are statements of the exact procedures used in the study, which would eventually allow other researchers to replicate the research. |
front 50 Independent Variable | back 50 the variable that changes in an experiment. |
front 51 Dependent Variable | back 51 the effect of the change in the experiment. |
front 52 Confounding Variable | back 52 an outside influence that changes the effect of the dependent and independent variables |
front 53 Control Variable | back 53 the variable that's kept the same throughout an experiment. |
front 54 Random Assignment | back 54 when participants are assigned to each experimental group with an equal chance of being chosen |
front 55 Random Sampling | back 55 randomly selecting people from the population to be in the experiment as a whole |
front 56 Sampling bias | back 56 is a result of a flawed sampling process that produces an unrepresentative sample. |
front 57 Experimenter bias | back 57 is when researchers influence the results of an experiment to portray a certain outcome. A double-blind procedure is when neither the researcher or the participants know what groups the participants have been assigned to. This helps prevent bias when the researcher is looking over the results. |
front 58 Hindsight Bias | back 58 the tendency to believe that you knew what was going to happen |
front 59 External validity | back 59 refers to how generalizable the results of the experiment are. For example, if the study on a drug is done on an Asian, middle-aged, average-weight man with high blood pressure, can the results be generalized to the population? |
front 60 Internal validity | back 60 is when a study shows a truthful cause-and-effect relationship and the researcher is confident that the changes in the dependent variable were produced only by the independent variable. |
front 61 Correlational | back 61 To detect naturally occurring relationships; to assess how well one variable predicts another |
front 62 Descriptive statistics | back 62 involves the use of numerical data to measure and describe the characteristics of groups, and this includes measures of central tendency and variation. |
front 63 Inferential statistics | back 63 involves using statistical methods to make inferences about a population based on data. It allows you to draw conclusions about a population based on the characteristics of a sample. Specifically, it provides a way to see validity drawn from the results of the experiment |
front 64 Informed Consent | back 64 participants must agree to participate |
front 65 debriefing | back 65 If deception was used, the researchers must explain the true purpose of the experiment after it has occurred |
front 66 The Milgram Experiment | back 66 is a very famous demonstration showing how people will obey authority figures even when they disagree. |