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| Question | Answer |
| Psychology | The scientific study og behavior and the mind |
| Critical thinking | Involves taking an active role in understanding the world around you, rather than merely receiving information |
| Basic research | Reflects the quest for knowledge purely for its own sake |
| Applied research | Designed to solve specific, practical problems |
| Elliot Aronson | "Jigsaw program" Co-operative learning programme Ethnic groups were mixed in the classroom for the first time |
| Five central goals in psychology | |
| Mind-body interaction | The relation between mental processes in the brain and the functioning of other bodily functions |
| Perspectives | Serve as windows through which psychologists watch and interpret behaviour |
| Mind-body problem | Is the mind a spiritual entity separate frin the body, or is it a part of the body's activities? |
| Mind-body dualism | The belief that the mind is a spiritual entity not subject to physical laws that govern the body |
| Monism | Hold that the mind and body are one and that the mind is not a separate spiritual entity |
| Empiricism | Holds that all ideas and knowledge are gained empirically - that is, through the senses |
| René Descartes on the mind and body | Mind and body interact through the tiny pineal gland in the brain |
| Thomas Hobbes | Monist |
| John Locke | Empiricist |
| Psychophysics | The study of how psychologically experienced sensations depend on the characteristics of physical stimuli |
| Wilhelm Wundt | First experimental psychology labratory in the University of Leipzig, Germany in 1879. Helped train the first generation of scientific psychologists. Edward Titchner was his student. |
| Structuralism | Wundt+Titchner The analysis of the mind in terms of its basic elements |
| Functionalism | William James. Held that psychology should study the functions of consciousness rather than its structure |
| Psychodynamic perspective | Searches for the causes of behaviour within the inner workings of our personality (our unique pattern of traits, emotions and motivations), emphasizing the role of unconscious processes. Sigmund Freud. |
| Free association | The patient expresses any thought that comes to mind |
| Psychoanalysis | The analysis of internal and primarily unconsious psychological forces |
| Defence mechanism | Psychological techniques that help us cope with anxiety and the pain of traumatic experiences |
| Carl Jung | Freuds student. Disagreed with Freuds focus on the libido |
| Object relations theories | Focus on how early experiences with caregivers shape the views that people form of themselves and others |
| Behavioural perspective | Focuses on the role of the external environment in governing our actions |
| Behaviourism "A person does not act upon the world, the world acts upon him." - B.F. Skinner | School of thought that emphasizes environmental control of behaviour through learing. John B. Watson. B. F. Skinner. John Locke. Ivan Pavlol. Edward Thorndike. |
| Cognitive behaviourism | Proposes that learning experiences and the environment influence our expectations and other thoughts, and in turn our thoughs influence how we behave |
| Humanistic persective / Humanism | Emphasizes free will, personal growth and the attempt to find meaning in one's existence |
| Skinner's approach | Radical behaviourism |
| Abraham Maslow | Humanist. Proposed that each of us has an innborn force towards self-acualization - the reaching of one's individual potential |
| Carl Rogers | Pioneered the scientific study of psychotherapy |
| Positive psychology movment | Examines how we can nurture what is bext within ourselves and society to create a happy and fulfilling life |
| Cognitive persepctive | Examines the natures of the mind and how mental processes influence behaviour |
| Hermann Ebbinghaus | Cognitive psychologist |
| Gestalt psychology | Examines how eliments of experience are orginized into wholes. The whole is greater than the sum of its parts. |
| Noam Chomsky | Argued that humans are biologically pre-programmed to acquire language and that children come to understand language as a set of mental rules |
| Cognitive psychology | Focuses on the study of mental processes |
| Cognitive neuroscience | Uses sophisticated electrical recording and brain-imaging techniques to examine brain activity while people engage in cognitive tasks |
| Social constructivism | Maintains that what we consider "reality" is largely our own mental creation |
| Sociocultural persective | Examines how the social environment and cultrual learning influence our behaviour, thoughts and feelings |
| Culture | Refers to the enduring values, beliefs, behaviours and traditions that are shared by a large group of people and passed from on generation to the next |
| Norms | Rules (often unwritten) that specify what behaviour is acceptable and expected for members of that group |
| Socialization | The process by which culture is transmitted to new members and internalized by them |
| Cross-cultural psychology | Kenneth B. Clark and Mamie P. Clark. Explores how culture is transmitted to its members and examines psychological similarities and differences among people from divers cultures |
| Individualistic | An emphasis on personal goals and self-identity based primarily on one's own attributes and achievements. Western world: Europe, N-America |
| Collectivist | Individual goals are subordinated to those of the group and personal identity is defined largely by the ties that bind one to the extended family and other social groups. Eastern world: Asia |
| Biological perspective | Examines how brain processes and other bodily functions regulate behaviour |
| Behavioural neuroscience | Examines brain processes and other physiological functions that underlie our behaviour, sensory experiences, emotions and thoughts |
| Neurotransmitters | Chemiclas released by nerve cells that allow them to communicate with one another |
| Karl Lashley | Biological psychologist. Trained rats to run through mazes and then measured how surgically produced lesions (damage) to various brain areas affected the rats' learning and memory |
| Donald O. Hebb | His research led to the discoery of neurotransmitters. |
| Behaviour genetics | The study of how behavioural tendancies are influenced by genetic factors |
| Natural selection | Charles Darwin. If a trait gives certain members an advantage over others, these members will be more likely to survive and pass these traits on to their offspring |
| Evolutionary psychology | Seeks to explain how evolution shaped modern human behaviour |
| Interaction | The way in which one factor influences behaviour depends on the presence of another factor |
| Nativist | Use genetics, biology and evolutionary explanations to support their side of the debate. Nature. |
| Empiricist | Say our experiences after our birth drive our abilities. Nurture |
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