WGU C180 Intro to Psychology Exam
empirical study Results of verifiable evidence from a systematic collection and analysis of data
that has been objectively observed, measured, and undergone experimentation.
Basic research research that answers fundamental questions about behavior.
Applied research research that investigates issues that have implications for everyday life and
provides solutions to everyday problems.
Basic research Expands knowledge on an area of research interest but does not seek to
promote change in behavior or mental state.
Empirical Research Collects and analyzes data on areas of research interest using scientific
measures to gain knowledge for knowledge's sake or to promote changes in
behavior or mental states.
Applied Research Applies research findings towards well-being, e.g. change in behavior or mental
state.
Mentalism type of performing art in which the performer appears to read the mind of
another. Such powers may seem to be the result of psychic or paranormal
practices, but in reality is the result of a combination of suggestion, misdirection,
and psychology.
Hypnosis a therapeutic technique employed by some clinicians to facilitate increased
suggestibility and dissociated experiences.
Consciousness our subjective awareness of ourselves and our environment.
dualism the mind (or soul) and the body are separate entities
monism consciousness and the mind are biologically based and exist within the brain
cognitive neuroscience looks to correlate brain activity to behavior through the use of functional brain
imaging
negative emotional reactions occur when we are not living up to our anticipated goals or expectations or when
we believe that other people perceive us negatively
maladaptive behaviors use of alcohol or other psychoactive drugs, to escape from consciousness
Developmental psychology the physiological, behavioral, cognitive, and social changes that occur throughout
human life, which are guided by both genetic predispositions (nature) and
environmental influences (nurture).
Birth to 18 months Trust versus mistrust. The child develops a feeling of trust in his or her
caregivers.
, WGU C180 Intro to Psychology Exam
18 months to 3 years Autonomy versus shame/doubt. The child learns what he or she can and cannot
control and develops a sense of free will.
3 to 6 years Initiative versus guilt. The child learns to be independent by exploring,
manipulating, and taking action.
6 to 12 years Industry versus inferiority. The child learns to do things well or correctly according
to standards set by others, particularly in school.
12 to 18 years Identity versus role confusion. The adolescent develops a well-defined and
positive sense of self in relationship to others.
19 to 40 years Intimacy versus isolation. The person develops the ability to give and receive
love and to make long-term commitments.
40 to 65 years Generativity versus stagnation. The person develops an interest in guiding the
development of the next generation, often by becoming a parent.
65 to death Ego integrity versus despair. The person develops acceptance of his or her life
as it was lived.
schemas patterns of knowledge in long-term memory—that help them remember,
organize, and respond to information.
Classical conditioning learning that occurs when a neutral stimulus (e.g., a tone) becomes associated
with a stimulus (e.g., food) that naturally produces a specific behavior. (Pavlov)
Classical conditioning a type of associative learning that focuses on what happens before the behavior
occurs. It must begin with a stimulus that naturally evokes a behavior in
response. (Pavlov)
unconditioned stimulus something (such as food) that triggers a natural occurring response
unconditioned response naturally occurring response (such as salivation) that follows the unconditioned
stimulus
conditioned stimulus a neutral stimulus that, after being repeatedly presented prior to the
unconditioned stimulus, evokes a response similar to the response to the
unconditioned stimulus.
Extinction reduction in responding that occurs when the conditioned stimulus is presented
repeatedly without the unconditioned stimulus.
spontaneous recovery The increase in responding to the CS following a pause after extinction
Generalization the tendency to respond to stimuli that resemble the original conditioned stimulus
empirical study Results of verifiable evidence from a systematic collection and analysis of data
that has been objectively observed, measured, and undergone experimentation.
Basic research research that answers fundamental questions about behavior.
Applied research research that investigates issues that have implications for everyday life and
provides solutions to everyday problems.
Basic research Expands knowledge on an area of research interest but does not seek to
promote change in behavior or mental state.
Empirical Research Collects and analyzes data on areas of research interest using scientific
measures to gain knowledge for knowledge's sake or to promote changes in
behavior or mental states.
Applied Research Applies research findings towards well-being, e.g. change in behavior or mental
state.
Mentalism type of performing art in which the performer appears to read the mind of
another. Such powers may seem to be the result of psychic or paranormal
practices, but in reality is the result of a combination of suggestion, misdirection,
and psychology.
Hypnosis a therapeutic technique employed by some clinicians to facilitate increased
suggestibility and dissociated experiences.
Consciousness our subjective awareness of ourselves and our environment.
dualism the mind (or soul) and the body are separate entities
monism consciousness and the mind are biologically based and exist within the brain
cognitive neuroscience looks to correlate brain activity to behavior through the use of functional brain
imaging
negative emotional reactions occur when we are not living up to our anticipated goals or expectations or when
we believe that other people perceive us negatively
maladaptive behaviors use of alcohol or other psychoactive drugs, to escape from consciousness
Developmental psychology the physiological, behavioral, cognitive, and social changes that occur throughout
human life, which are guided by both genetic predispositions (nature) and
environmental influences (nurture).
Birth to 18 months Trust versus mistrust. The child develops a feeling of trust in his or her
caregivers.
, WGU C180 Intro to Psychology Exam
18 months to 3 years Autonomy versus shame/doubt. The child learns what he or she can and cannot
control and develops a sense of free will.
3 to 6 years Initiative versus guilt. The child learns to be independent by exploring,
manipulating, and taking action.
6 to 12 years Industry versus inferiority. The child learns to do things well or correctly according
to standards set by others, particularly in school.
12 to 18 years Identity versus role confusion. The adolescent develops a well-defined and
positive sense of self in relationship to others.
19 to 40 years Intimacy versus isolation. The person develops the ability to give and receive
love and to make long-term commitments.
40 to 65 years Generativity versus stagnation. The person develops an interest in guiding the
development of the next generation, often by becoming a parent.
65 to death Ego integrity versus despair. The person develops acceptance of his or her life
as it was lived.
schemas patterns of knowledge in long-term memory—that help them remember,
organize, and respond to information.
Classical conditioning learning that occurs when a neutral stimulus (e.g., a tone) becomes associated
with a stimulus (e.g., food) that naturally produces a specific behavior. (Pavlov)
Classical conditioning a type of associative learning that focuses on what happens before the behavior
occurs. It must begin with a stimulus that naturally evokes a behavior in
response. (Pavlov)
unconditioned stimulus something (such as food) that triggers a natural occurring response
unconditioned response naturally occurring response (such as salivation) that follows the unconditioned
stimulus
conditioned stimulus a neutral stimulus that, after being repeatedly presented prior to the
unconditioned stimulus, evokes a response similar to the response to the
unconditioned stimulus.
Extinction reduction in responding that occurs when the conditioned stimulus is presented
repeatedly without the unconditioned stimulus.
spontaneous recovery The increase in responding to the CS following a pause after extinction
Generalization the tendency to respond to stimuli that resemble the original conditioned stimulus
