Download psyc 2301 core learning objectives and key terms

PSYC 2301 CORE LEARNING OBJECTIVES AND KEY TERMS
Wood, Wood, & Boyd
Mastering the World of Psychology 5E
CHAPTER 1: INTRODUCTION
Learning Objectives
1. Define psychology.
2. Define the scientific method and explain how it is used in
psychology.
3. Describe the major schools of thought and theoretical
perspectives in psychology.
4. Define and explain the differences between the various
descriptive research methods.
5. Define representative sample and explain why it is
important.
6. Describe the experimental method, state its advantages and
disadvantages, and distinguish between independent and
dependent variables.
7. Explain the rationale behind placebo-control experiments.
8. Outline the ethical standards that psychological researchers
must follow.
Key Terms
Psychology
Scientific method
Pages
3
3-6
Behaviorism
Psychoanalysis
Humanistic psychology
Cognitive psychology
Evolutionary psychology
Biological psychology
Sociocultural approach
Naturalistic observation
Laboratory observations
Case study
Survey
Correlation
Correlation coefficient
Population
Sample
Representative sample
Experimental method
Causal hypothesis
Independent variable
Dependent variable
Experimental group
Control group
Random assignment
Placebo effect
Placebo
Experimenter bias
Double-blind procedure
9-14
18-22
19-20
23-25
25-27
28-30
1
CHAPTER 2: BIOLOGY AND BEHAVIOR
Learning Objectives
1. Describe various methods for studying the brain and its
functions.
Key Terms
Electroencephalogram (EEG)
CT scan (computerized axial tomography)
MRI (magnetic resonance imaging)
PET scan (positron emission tomography)
Functional magnetic resonance imaging (fMRI)
Neuron
Cell body
Dendrites
Axon
Synaptic gap
Synapse
Presynaptic neuron
Postsynaptic neuron
Resting potential
Action potential
Neurotransmitters
Acetylcholine
Dopamine
Norepinephrine
Serotonin
Endorphins
Peripheral nervous system
Central nervous system
Autonomic nervous system
Sympathetic nervous system
Parasympathetic nervous system
Brain stem
Medulla
Pons
Cerebellum
Hypothalamus
Limbic system
Amygdala
Hippocampus
Cerebrum
Cerebral hemispheres
Corpus callosum
Cerebral cortex
Association areas
Frontal lobes
Motor cortex
Broca’s area
Broca’s aphasia
Plasticity
Endocrine system
Hormones
Pituitary gland
Adrenal glands
Behavior genetics
2. Identify the basic components of the neuron.
3. Identify the basic components of the synapse.
4. Define the action potential and explain the processes that
occur when a neuron is activated.
5. Identify the major neurotransmitters and explain how
neurotransmitters affect behavior.
6. Explain the difference between the central and the
peripheral nervous systems.
7. Explain the functions of the sympathetic and
parasympathetic nervous systems.
8. Identify the medulla, pons and cerebellum, and describe
their functions.
9. List the processes regulated by the hypothalamus.
10. Describe the limbic system, and list the responses and
behaviors affected by it.
11. Describe the components of the cerebrum and their
functions.
12. Explain the functions of the frontal lobes.
13. Explain plasticity.
14. Define the endocrine system and explain the influence of the
pituitary and adrenal glands on behavior.
15. Define behavior genetics
2
Pages
39-41
41-42
42-43
43-44
44-46
Table 2.1
47
47-49
49-50
51
51-52
52-53
53, 57-59
61
63-65
67
CHAPTER 3: SENSATION AND PERCEPTION
Learning Objectives
1. Describe the function of the mirror neuron system (MNS).
Key Terms
Mirror neuron system (MNS)
Pages
99
CHAPTER 4: CONSCIOUSNESS
Learning Objectives
1. Describe the physical and psychological effects of meditation
Key Terms
Meditation
Pages
128-129
CHAPTER 5: LEARNING
Learning Objectives
1. Define and identify examples of learning.
2. Explain the process through which classical conditioning
modifies an organism’s responses to stimuli.
Key Terms
Learning
Classical conditioning
Unconditioned stimulus (US)
Unconditioned response (UR)
Conditioned stimulus (CS)
Conditioned response (CR)
Neutral stimulus
Extinction (in classical conditioning)
Spontaneous recovery
(Stimulus) generalization
(Stimulus) discrimination
3. Summarize the contributions of Pavlov, Watson, and
Skinner to the study of learning.
4. Explain the process through which operant conditioning
modifies an organism’s responses to stimuli.
Operant conditioning
Reinforcer
Extinction (in operant conditioning)
Generalization
Discriminative stimulus
Reinforcement
Primary reinforcer
Secondary reinforcer
Shaping
Successive approximations
Positive reinforcement
Negative reinforcement
Positive punishment
Negative punishment
Behavior modification
Token economy
Biofeedback
Observational learning
5. Define shaping.
6. Explain the difference between positive and negative
reinforcement.
7. Define punishment and summarize the factors that influence
its effectiveness.
8. Explain the applications of operant conditioning theory.
9. Define observational learning.
3
Pages
145
145-149
146-147
149-150
154-155
153-156
154
155-156
158-159
162-164
166
CHAPTER 6: MEMORY
Learning Objectives
1. Explain the information-processing approach to memory.
Key Terms
Information processing approach
Encoding
Storage
Retrieval
Short-term memory
Working memory
Long-term memory
Episodic memory
Semantic memory
Declarative memory (explicit memory)
Nondeclarative memory (implicit memory)
Elaborative rehearsal
Mnemonics
Organization
Overlearning
Massed practice
Spaced (distributed) practice
Self-references
Visual imaginary
Recall
Free recall
Cued recall (retrieval cue)
Recognition
Schema
Encoding failure
Decay theory
Interference
Motivated forgetting
Retrieval failure
Displacement
Eyewitness accounts
Alzheimer’s disease
2. Describe the function and characteristics of short-term
memory.
3. Describe the characteristics of long-term memory.
4. Describe several techniques for improving memory.
5. Explain the differences between recall, free recall, cued
recall, and recognition measures of memory.
6. Explain the roles of schemas in memory.
7. Explain the reasons for forgetting.
8. Describe the process of reconstructive memory.
9. Describe the symptoms and proposed causes of Alzheimer’s
disease.
Pages
179-180
180-183
183-185
183-186
186
188-189
194-197
181
202-203
201
CHAPTER 7: COGNITION, LANGUAGE, AND INTELLIGENCE
Learning Objectives
None
Key Terms
None
4
Pages
CHAPTER 8: HUMAN DEVELOPMENT
Learning Objectives
1. Describe the process of cognitive development according
to Piaget.
2. Summarize the characteristics of Piaget’s four stages of
cognitive development.
3. Explain Kohlberg’s levels and stages of moral
development.
4. Summarize the characteristics of Erikson’s eight stages of
psychosocial development.
5. Explain the differences between cross-sectional and
longitudinal research designs.
6. List the characteristics of the three stages of prenatal
development.
7. Explain the effects of teratogens and other negative
factors on prenatal development.
8. Describe the relationship between contact comfort and
attachment.
9. Explain the differences between the secure, anxiousambivalent, avoidant, and disorganized patterns of
attachment.
10. Explain the effects of authoritarian, authoritative, and
permissive parenting styles on children’s development.
11. Explain the difference between sex and gender.
12. Explain the social learning theory and gender schema
theory explanations of gender role development.
Key Terms
Schemes
Assimilation
Accommodation
Sensorimotor stage
Object permanence
Preoperational stage
Egocentrism
Concrete operations stage
Conservation
Formal operations stage
Preconventional level and stages
Conventional level and stages
Postconventional level and stages
Trust/mistrust
Autonomy/shame & doubt
Initiative/guilt
Industry/inferiority
Identity/role confusion
Intimacy/isolation
Generativity/stagnation
Ego integrity/despair
Cross-sectional design
Longitudinal design
Zygote
Period of the zygote (germinal stage)
Period of the embryo
Period of the fetus
Teratogen
Fetal alcohol syndrome
Attachment
Separation anxiety
Stranger anxiety
Secure attachment
Avoidant attachment
Resistant attachment
Disorganized/disoriented attachment
Authoritarian parents
Authoritative parents
Permissive parents
Sex
Gender
Gender identity
Social learning theorists
Gender-schema theory
Pages
253
253-255
259-261
262-264
Supplemental
Reading 1
(See p. 8)
264-265
265-266
268-271
270
273-274
Supplemental
Reading 2
(See pp. 9-10)
274-275
CHAPTER 9: MOTIVATION AND EMOTION
1. Explain Maslow’s hierarchy of needs
2. Outline the proposed causes of sexual orientation.
Hierarchy of needs
Sexual orientation
5
302
312-313
CHAPTER 10: HEALTH AND STRESS
Learning Objectives
1. Explain the purpose and structure of the Social
Readjustment Rating Scale (SRRS.)
2. Describe the features of post-traumatic stress disorder
(PTSD).
3. Describe the impact of daily hassles on stress and health.
4. Describe the effects of stress on the immune system.
5. Describe the stages of the General Adaptation Syndrome
(GAS).
6. Explain the differences between problem-focused and
emotion-focused coping.
7. List the factors that influence individual capacity for
resisting the effects of stress.
Key Terms
Social Readjustment Rating Scale (SRRS)
Pages
330-331
Post-traumatic stress disorder
331
Hassles
Biopsychosocial model
Health psychology
Psychoneuroimmunology
General Adaptation syndrome (GAS)
Alarm stage
Resistance stage
Exhaustion stage
Problem-focused coping
Emotion-focused coping
Resilience (risk/resilience model)
Hardiness
Social support
Reduce irrational thought
331-332
335-338
338-339
340
340-343
CHAPTER 11: PERSONALITY THEORY AND ASSESSMENT
Learning Objective
1. Define personality.
2. Describe the processes that take place in the conscious,
preconscious, and unconscious mind.
3. Define and identify the functions of the id, ego, and
superego.
4. Explain the purpose of defense mechanisms in Freud’s
theory.
5. Summarize the basic assumptions associated with Freud’s
psychosexual stages.
6. Explain the views of humanistic theorists regarding
personality.
7. Explain the views of Abraham Maslow on self-actualization
and its role in personality functioning.
8. Explain the Big Five personality traits.
9. Explain Bandura’s social-cognitive view of personality.
10. Describe the evidence for and against the view that
personality is inherited.
11. Explain the differences between objective (self-report
inventory) and projective personality test.
Key Terms
Personality
Conscious
Preconscious
Unconscious
Id
Ego
Superego
Defense mechanism
Repression
Projection
Denial
Regression
Reaction formation
Displacement
Psychosexual stages
Pages
364
364
Humanistic psychology
370
Self-actualization
371
Traits
Big Five (five-factor model)
Social cognitive theory
Reciprocal determinism
Self-efficacy
372
374-376
378-379
364-365
365-366
Table
11.1
366-367
376-377
Self-report inventory
Projective test
6
381-385
CHAPTER 12: PSYCHOLOGICAL DISORDERS
Learning Objectives
1. List the criteria for abnormal behavior.
2. Describe the purpose, organization, and content of the DSM5.
3. Define and describe the group of disorders called “anxiety
disorders.”
4. Describe the features of obsessive-compulsive disorders.
5. Describe the features of major depression.
6. Summarize the features of bipolar disorder.
7. Summarize the risk factors for suicide.
8. Describe the features of schizophrenia.
9. List the possible causes of schizophrenia.
10. Describe the characteristics of dissociative identity disorder.
11. Summarize the features of the personality disorders.
Key Terms
Maladaptive/dysfunctional behaviors
Deviation from social/cultural norms
Personal distress
DSM-5
Pages
393-394
Agoraphobia
Panic disorder
Generalized anxiety disorder
Social anxiety disorder
Specific phobias
Obsessive-compulsive disorders
Major depressive disorder
Bipolar disorder
Mania (manic episode)
397-400
Schizophrenia
Dissociative identity disorder (DID)
Personality disorders
Paranoid personality
Narcissistic personality
Borderline personality
Antisocial personality
395-396
401-402
403
403-404
406-407
407-408
408-411
412-413
413-414
Table 12.3
CHAPTER 13: THERAPIES
Learning Objectives
1. Describe the effects of substituting rational beliefs for
irrational ones on emotional functioning.
2. Explain the difference between a psychologist and a
psychiatrist.
3. Summarize the various approaches to therapy.
Key Terms
Rational emotive behavior therapy (REBT)
Pages
434-435
Psychologist
Psychiatrist
Psychoanalysis
Person-centered (client-centered) therapy
Behavior therapy
Cognitive therapy
Biomedical therapy
442
446
Summary
Table
CHAPTER 14: SOCIAL PSYCHOLOGY
Learning Objectives
None
Key Terms
None
7
Pages
Supplemental Reading 1
Longitudinal and Cross-Sectional Research Designs
How would you study changes over the lifespan? You could follow a group of people as they get older,
or you could compare individuals of different ages. Developmental psychologists use both approaches in their
research.
In a longitudinal study, the same group of participants is followed and measured at different ages, over
a period of years. Such studies allow researchers to observe age-related changes in individuals. There are some
drawbacks to a longitudinal study, however. It is time consuming and expensive, and participants may drop out
of the study or die, possibly leaving the researcher with a biased sample.
A cross-sectional study is a less expensive and less time-consuming method in which researchers
compare groups of participants of different ages to determine age-related differences in some characteristics.
But, in a cross-sectional study, differences across age groups are based on group averages, so this approach
cannot be used to answer certain questions. For example, it could not be used to determine if individual
temperament is stable over time. Moreover, certain relevant differences in groups of participants may have less
to do with the participants’ ages than with the eras in which they grew up, a problem known as the cohort effect.
8
Supplemental Reading 2
Sex and Gender
Do you use the words sex and gender interchangeably? Most people do, but the words have different
meanings. Generally speaking, sex is a biological term. It typically refers to the physiological status of being
male or female. As you learned in Chapter 2, the sex chromosomes, XX in females and XY in males, determine
one’s biological sex. Information on these chromosomes contributes to the development of the genitalia and
other aspects of biological sex.
By contrast, gender is more commonly used to refer to the psychological and social variables associated
with one’s sex. Cultural expectations for males and females are called gender roles. Gender roles include
psychological as well as behavioral components. A culture’s gender role for males is referred to as the
masculine gender role, and its gender role for females is referred to as the feminine gender role.
The integration of culturally defined masculine and feminine gender roles into one’s sense of self
underlies the development of gender identity, the psychological experience of feeling male or female. Most
boys grow up with a masculine gender identity that helps them to be comfortable with the behaviors that their
cultures regard as acceptable for males. Likewise, most female children develop a feminine gender identity that
is consistent with behaviors in the cultures in which they are raised. But what do you think happens when a
person’s sex and his or her gender identity do not match? In other words, what are the consequences of having
male sex combined with female gender identity or female sex combined with male gender identity?
A person who is transgendered has a gender identity that is the opposite of his or her biological sex.
Thus, the person has a strong desire to be the opposite sex. Some studies suggest that transgendered individuals
may have been exposed to atypical amounts of androgens in the womb (Lippa, 2005a). But most do not have
such histories. Moreover, most children who express a desire to be the opposite sex no longer do
so after puberty (Wallien & Cohen-Kettenis, 2008). Thus, the origin of transgenderism
remains a mystery.
9
In an effort to bring congruence to their lives, some transgendered individuals wear clothing and display
behaviors that are more typical of the opposite sex. Those who live as the opposite gender on a full-time basis
are known as transsexuals. Some transsexuals are so anguished by the conflict between their sex and their
gender identity that they undergo sex reassignment—a process involving hormonal treatment, reconstructive
surgery, and psychological counseling—in order to achieve a match between the two. Research shows that,
following sex reassignment, transsexuals are generally satisfied with the results and seldom regret their decision
(Lawrence, 2003).
The phenomenon of transgenderism illustrates the fact that biological sex and psychological gender are
distinct entities. Moreover, biological sex is clearly categorical; that is, people are either male or female, rare
cases of intersexual status notwithstanding. By contrast, psychological gender seems to vary by degrees. As
noted, most girls grow up to be comfortable with their culture’s feminine gender role, but they do not all
conform to that gender role to the same degree. The same is true for boys. Thus, one of the most widely
researched questions in psychology concerns the process through which children develop their understanding of
cultural gender roles and integrate that understanding into their own sense of self.
10