Unit 1(10)

DescartesIntrospectionWatson

Biopsychosocial ApproachEvolutionary PerspectiveCognitive Perspective

Humanistic PerspectiveBehavioristic PerspectivePsychoanalytic Perspective

Developmental PsychologistPersonality PsychologistCounseling Psychologist

Clinical PsychologistSchool PsychologistBehavior Genetics

Unit 2(12)

Hindsight BiasOverconfidenceRandom Sample

Random AssignmentPopulationSample

Naturalistic ObservationCase StudyCorrelation Coefficients

Illusory CorrelationPerceiving order in coincidental eventsExperimentation

SurveyPlaceboControl Group (condition)

Experimental GroupMeasures of VariationMeasures of Central Tendency

MeanMedianMode

Standard DeviationRangeInferential Statistics

Unit 3(15)

Parts & functions of a neuronDepolarizationPolarization

Action PotentialResting PotentialRefractory Period

AcetylcholineSerotoninNorepinephrine

InterneuronsMotor NeuronsSensory Neurons

Central Nervous SystemPeripheral Nervous SystemSomatic Nervous System

Autonomic Nervous SystemSympathetic Nervous SystemParasympathetic Nervous System

Neural NetworksPituitary GlandThyroid Gland

CerebellumHypothalamusLimbic System

Motor CortexSensory CortexAssociation Cortex

Occipital LobeFrontal LobeParietal Lobe

Temporal LobeThalamusReticular Activating System

Plasticity of the BrainCorpus CallosumMedulla

Genetic PredispositionIdentical twins (reared apart/together)Selective mating

NormsIndividualistic CulturesCollectivistic Cultures

Unit 9(15)

Results of cross-cultural researchTeratogenSchemas

AssimilationAccommodationConservation

EgocentrismObject PermanenceStranger Anxiety

ImprintingTypes of Attachment (secure/insecure)Self-Awareness

Authoritarian ParentsAuthoritative ParentsPermissive Parents

Erikson’s 8 Stages of DevelopmentPrimary Sex CharacteristicsSecondary Sex Characteristics

Kohlberg’s Stages of Moral Dev.Crystallized IntelligenceFluid Intelligence

Unit 4(29)

SensationPerceptionSubliminal Stimuli

Weber’s LawTransductionWavelengths of Color

IrisPupilCornea

RetinaBlind SpotLens

Bipolar CellsGanglion CellsParallel Processing

Young-Helmholtz TheoryOpponent Process TheoryAdditive Color Mixing

Subtractive Color MixingColor BlindnessAuditory Nerve

CochleaBasilar MembraneAuditory Canal

Hair CellsPinnaCones

RodsSemicircular CanalsGate-Control Theory

KinesthesisVestibular SenseSelective Attention

Visual CaptureContinuityClosure

ProximityConnectednessTop-Down Processing

Bottom-Up ProcessingFigure-groundBinocular Depth Cues

Retinal Disparity ConvergenceMonocular Depth Cues

Linear PerspectiveInterposition (Overlapping)Texture Gradient

Relative SizeRelative HeightRelative Motion

Size, Shape, Color, etc. ConstancyStroboscopic MotionPhi Phenomenon

Context Effect Absolute Threshold Difference Threshold

Unit 6(15)

Classical ConditioningUnconditioned ResponseConditioned Response

Unconditioned StimulusConditioned StimulusStimulus Discrimination

Stimulus GeneralizationFactors effecting Classical ConditioningOperant Conditioning

Ivan PavlovB.F. SkinnerJohn B. Watson

E. L. ThorndikeLittle AlbertLaws of Effect

ShapingNegative ReinforcementPositive Reinforcement

PunishmentObservational Learning Vicarious Learning

BehaviorismContinuous Reinforcement Partial/Intermittent Reinforcement

Possible free response questions

1. Statistics are often used to describe and interpret the results of intelligence testing.

  • Describe three measures of central tendency (mean, median, and mode).
  • Describe a skewed distribution
  • Relate the three measures of central tendency to a normal distribution
  • Relate the three measures of central tendency to a positively skewed distribution
  • An intelligence test for which the scores are normally distributed has a mean of 100 and a standard deviation of 15. Use this information to describe how the scores are distributed.
  • In two normal distributions, the means are 100 for Group I and 115 for Group II. Can an individual in Group I have a higher score than the mean score for Group II? Explain

2. Read the following abstract of a student research project on bystander intervention

and then answer the questions that follow.

The ten participants in the study were unaware of its purpose. The first five who signed up to be tested were assigned to the Alone condition and the next five were assigned to the With Others condition. The Alone condition was run in the morning and the With Other condition in the afternoon.

In the Alone condition, each of the five participants was asked to wait alone in a room. While the participant waited, a female voice in the next room screamed out, asking for help. In the With Others condition, each one of the five participants was asked to wait in a room with several confederates of the researcher. During this waiting period, a male voice in the next room screamed out, asking for help.

In each condition, the percentage of participants who responded to the cry for help was recorded.

  1. Identify the independent and dependent variable in this study.
  2. Identify four flaws in the design of this study and the recommendations you would make to correct these flaws.
  3. Discuss the ethical issue raised by the design of this study.
  1. Discuss the cause of anxiety from each of the following perspectives

Behavior

Psychoanalytic

Biological

Cognitive

4. Classical conditioning and operant conditioning are different learning methods. Their

differences lie in

  1. the extent to which reinforcement depends on the behavior of the learner
  2. the type of behavior to which each method applies.

Their similarities are that they both produce the following basic phenomena.

  1. Acquisition
  2. Extinction
  3. Spontaneous recovery
  4. Generalization
  5. Discrimination

Describe these differences and similarities, giving examples to illustrate your

answer.

5. Design an experiment to determine whether a new drug that is supposed to reduce

hyperactivity in children actually does. Your essay should include an identification

and description of all of the components of your experimental design, including

sampling, dependent and independent variables, controls and the method that you

would employ to evaluate the outcome.

6. Researchers conducted a naturalistic study of children between the ages of 5 and 7 years. The researchers visited classrooms during class party celebrations. As a measure of hyperactivity, they recorded the number of times children left their seats. The researchers found a strong positive correlation between sugary snacks offered at the parties and hyperactivity. Based on these findings, the researchers concluded that sugar causes hyperactivity.

  1. How might the following explain why people may easily accept the conclusion of the study described above?
  • Misunderstanding of correlational studies
  1. As a follow-up study, the researchers are designing an experiment to test whether sugar

causes hyperactivity. For the experiment, please do the following.

  • State a possible hypothesis.
  • Operationally define the dependent variable.
  • Describe how random assignment can be achieved.
  1. Based on the results of the follow-up experiment described in Part B, researchers conclude that sugar does not cause any change in hyperactivity.
  • Draw a correctly labeled bar graph depicting this result.