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UCONN - PSYC 1103 - Study Guide - Midterm

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UCONN - PSYC 1103 - Study Guide - Midterm

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School: University of Connecticut
Department: Psychology
Course: General Psychology 2
Term: Spring 2017
Name: Psyc 1103 midterm 1 study guide
Description: In-depth outline of Exam 1 Review
Uploaded: 02/13/2018
6 Pages 175 Views 140 Unlocks
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Unformatted text preview: PSYC No3 EXAM 1 STUDY GUIDE Psychology science of mind and behavior science : systematic methods 2) mental processes 3) behavior Structuralism . Wilhelm undt "Why" * looking inside for Structures (introspection Functionalig William James How" * components of the mini interactions & adaptations to environment * What are the functions purposes of the mind? soesoeve Contemporary Approfchos Biological - Neuroscience brain and NS; genetics / Structure function Behavioral Observabole behavio Ex: Waison and Skinner Psychodynamic early childhood experiences, unconscioms thought Humanistic - positive aspects of wwwah t gh behovor Cognitive - Processing Info and knowing memory, perception Evolutionary- Natural Selection explains behavior Sociocultural - Social and cutural influences - Individualistic cultures - uniqueness independence valved Collectivistie cultures- group (more killing to challenge sele) Siguund Freud was_famouSFO is negative view humanity VS psychologist - Doctor degree in psychology grad work+ internship hea Hh facility Psychiatrist i medical degree focus on abnormalities * able to prescribe drugs psychotherapyNO 3 Scientific Method I. Make an observation why do people do this? 2. Form a hypothesis must be testa bied 3. Test hypothesis through empirical research 4. DO conclusions (docs your data sindings support these conclusions 5. Evaluac concisions Cpcer- review, meta-analysis looking at Similar experiments/ studies to compare data findings Research Metinods Observation - he variable manipulation, high external validity can upul generalize results b entire population? Mes=it nas external validity ho z no est. Nalidity Physiological Assessments - neuroimaging _EXMRL Surveys Zlnterviews - fast, easy, tout nok 100 keliable Case Studies- looking at ope ora special cases in depth opAM HUVILISIS Research Designs! Descriptive - aim to describe behavior without manipulations WHY" is it this news, not now. *Correlational - Variable relationships coefficient, describes how weak. I strong a relationship bw variables & -1 r , the closer to the stronger the relationship, the closer to O, the wenken Correlation DOES NOT EQUAL_ causation Experimental - Independent Nariobke. what is manipulated Dependent variable (outconne), Control gremp, experimenta group* o Bias or consciously Experimeter bias - subconscious lyn lofluencing porticipants - conform ton bios: interpreting dota in avroy to just Supports your prel Reseokto participant bias - partidpoots infwenced by howsoey they are supposed to respond - Demand Chara cteristics - participants get not the experimenter is looking for - Social Desirability partiaparts may refrain frun answering) be having honestly be they want to be liked father than being truthful Placeno - Ex. Drug experiments; bem gyps aren't given the drug, but one gkaup thinks they have it, so they report feeling better NO QEM. MANIPULATION Douboe ind_Experiment - eliminoles biors resus participants and researchers are unaware of wbo's in Ave experimental group and who is in the control group LLLLL Cogutive Development and Jean Piagers theory! J. Sensor imobor Stage Cbirih-2 yrs) * object permanente- knowing an object still exists, eren if it's hidden Cability to form schema oe doject) 2. Preoperational Stage (2-1yr 'can think about things symbolically (banana = phone): Symbolic represa 3- Mountain Task -stil egocentric - child has diffwhy seeing the people's view ports 3. conacte Operatoral Stage (1-Il yes Operakonal thinking - can use logic and reasoning - Conservation understanding Anat Something Stays the same even when appearance changes (ex: juice in 2 chif. cups) 4. Formal Operational Stage (u-5 yrs) * can think about abstract concepts - seme-consciousness think others care as much as they do risky behavior

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