UBC PSYC 101 MIDTERM 1 STUDY GUIDE with Complete Solutions
Modern Psychology structuralist and functionalist perspectives are important
Plato-Nativism knowledge is inate or inborn
Aristotle-Empiricism knowledge is acquired through experience
Descartes-Dualism body and mind are ditterent
Hobbes-Materialism mind is what brain does
how we view the world is an exact replication produced by
Locke-Realism
our sensory organs (nurture)
how we view the world is an interpretation from our sen-
Kant-Idealism
sory organs (nature)
Gall-Phrenology shape and size marks the brain's abilities
Flourens-Localization animal brain surgeries
Broca-Localization Patient with brain damage
General Conclusion The mind is grounded in a material substance
measured reaction time in frog legs, mental process are
Helmholtz-Structuralism
NOT instantaneous
Birth of Psychology, center study around consciousness,
Wundt-Structuralism
analysis of basic elements that make up the mind
consciousness cannot be broken down, study of how
James-Functionalism mental processes enable up to adapt to our environment,
based on 'natural selection-Darwin'
hysteric patients, problems stem from painful experi-
Sigmund Frued (psychoanalysis) ences, unconscious mind-operates outside of conscious
thoughts, emotions, actions
Psychology should be observable, classical conditioning -
Pavlov-Behaviorism
passive
Watson-Behaviorism Psychology should be observable
Skinner-Behaviorism
,Psychology should be observable, operant conditioning -
active
people's tendency to accept very vague ideas about them-
The Forer/Barnum Ettect
selves
thinking that does not blindly accept arguments and con-
Critical Thinking clusions. Rather, it examines assumptions, discerns hid-
den values, evaluates evidence, and assesses conclusions.
The Scientific Mind is not not
Skeptical, Cynical, Open, Gullible
, have strong opinions loosely held.
Theories formulate explanations as to how things work
Hypothesis a falsifiable prediction made by a theory
a good theory needs to be and needs to be
Falsifiable, Parsimonious
Theory building Inductive - research/observation to theory
Theory testing deductive - theory to research/observation
Case study rare population, rich data
observing and recording behavior in naturally occurring
naturalistic observation situations without trying to manipulate and control the
situation
variable something that varies
nomial categorical - data may only be classified
ordinal categorical - data are ranked
interval meaningful ditterence between values
ratio meaningful 0 point and ratio between values
assigning participants to experimental and control condi-
Random assignment
tions by chance (how sample is split)
, individuals chosen by chance from population (how sam-
random sampling/selection
ple is obtained)
extraneous variable that attects the variables you are in-
confounds
terested in studying
between groups design compare ditterent participants in ditterent conditions
within groups design compare same participants in both conditions
RCT/RDBT the participant and experimenter are blind to the trial
bias of experimenter, unconsciously manipulates an ex-
experimenter expectancy ettect
periments to find expected ettect
participants change their behavior based on what they
Demand characteristics
perceive the experiment to be about
in an experiment we the to test the ettect
manipulate, IV, DV, confounds
on the , while avoiding
Cognition learning
behaviour body language
physiology body reactions
Measuring DV's self-report, physical response, behaviour/performance
Good Measure Power, Validity, Reliability
Power your measure being able to detect what it sets out to
Validity accuracy, measuring what it's supposed to
Reliability consistency/stability
Population general group of people you are interested in
Western
Generalizability Educated
Intelligent
Modern Psychology structuralist and functionalist perspectives are important
Plato-Nativism knowledge is inate or inborn
Aristotle-Empiricism knowledge is acquired through experience
Descartes-Dualism body and mind are ditterent
Hobbes-Materialism mind is what brain does
how we view the world is an exact replication produced by
Locke-Realism
our sensory organs (nurture)
how we view the world is an interpretation from our sen-
Kant-Idealism
sory organs (nature)
Gall-Phrenology shape and size marks the brain's abilities
Flourens-Localization animal brain surgeries
Broca-Localization Patient with brain damage
General Conclusion The mind is grounded in a material substance
measured reaction time in frog legs, mental process are
Helmholtz-Structuralism
NOT instantaneous
Birth of Psychology, center study around consciousness,
Wundt-Structuralism
analysis of basic elements that make up the mind
consciousness cannot be broken down, study of how
James-Functionalism mental processes enable up to adapt to our environment,
based on 'natural selection-Darwin'
hysteric patients, problems stem from painful experi-
Sigmund Frued (psychoanalysis) ences, unconscious mind-operates outside of conscious
thoughts, emotions, actions
Psychology should be observable, classical conditioning -
Pavlov-Behaviorism
passive
Watson-Behaviorism Psychology should be observable
Skinner-Behaviorism
,Psychology should be observable, operant conditioning -
active
people's tendency to accept very vague ideas about them-
The Forer/Barnum Ettect
selves
thinking that does not blindly accept arguments and con-
Critical Thinking clusions. Rather, it examines assumptions, discerns hid-
den values, evaluates evidence, and assesses conclusions.
The Scientific Mind is not not
Skeptical, Cynical, Open, Gullible
, have strong opinions loosely held.
Theories formulate explanations as to how things work
Hypothesis a falsifiable prediction made by a theory
a good theory needs to be and needs to be
Falsifiable, Parsimonious
Theory building Inductive - research/observation to theory
Theory testing deductive - theory to research/observation
Case study rare population, rich data
observing and recording behavior in naturally occurring
naturalistic observation situations without trying to manipulate and control the
situation
variable something that varies
nomial categorical - data may only be classified
ordinal categorical - data are ranked
interval meaningful ditterence between values
ratio meaningful 0 point and ratio between values
assigning participants to experimental and control condi-
Random assignment
tions by chance (how sample is split)
, individuals chosen by chance from population (how sam-
random sampling/selection
ple is obtained)
extraneous variable that attects the variables you are in-
confounds
terested in studying
between groups design compare ditterent participants in ditterent conditions
within groups design compare same participants in both conditions
RCT/RDBT the participant and experimenter are blind to the trial
bias of experimenter, unconsciously manipulates an ex-
experimenter expectancy ettect
periments to find expected ettect
participants change their behavior based on what they
Demand characteristics
perceive the experiment to be about
in an experiment we the to test the ettect
manipulate, IV, DV, confounds
on the , while avoiding
Cognition learning
behaviour body language
physiology body reactions
Measuring DV's self-report, physical response, behaviour/performance
Good Measure Power, Validity, Reliability
Power your measure being able to detect what it sets out to
Validity accuracy, measuring what it's supposed to
Reliability consistency/stability
Population general group of people you are interested in
Western
Generalizability Educated
Intelligent
