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Psychology 1A Ms. Peterson-Guada Final Exam Study Guide BRING TWO (2) LARGE SCANTRON & NO. 2 PENCIL No Make-Ups for quiz unless notified prior to quiz or in documented emergencies Chapter 1 1.1 What are the six schools (perspectives) of psychology? What is the main basis of each? And, who are the founding psychologists associated with each (except for transpersonal and biopsychological)? 1.2 What is the difference between a clinical psychologist and psychiatrist? 1.3 What is a naturalistic observation? Think of subjects you would like to study. Where and how would you observe them using naturalistic observation? 1.4 What is a case study? Think of a person or group you would like to study. How would you go about studying your subject via this method? 1.5 What is a survey? What purpose does it satisfy? 1.6 What is an experimental study? Understand how independent and dependent variables relate to the experimental and control groups. 1.7 What is a correlational study? Name two variables that you believe are positively correlated. Name two variables that you believe are negatively correlated. Chapter 2 2.1 What are the three basic parts to a neuron? What is the function of each? 2.2 What are neurotransmitters and how do they affect our human functioning? 2.3 What are the two main subdivisions of the peripheral nervous system? How do they differ? 2.4 Be able to list several bodily functions the autonomic nervous system is responsible for? 2.5 The autonomic nervous system is further subdivided into two other nervous systems. What are they? What is the purpose of each? Chapter 5 5.1 What is behavioral psychology the study of? 5.2 What is the main premise of classical conditioning? 5.3 Be able to recognize the UCS, UCR, CS, and CR in a given scenario. 5.4 With operant conditioning, reinforcement always _________________ (increases/decreases) behavior, whereas punishment _________________ (increases/decreases) behavior. 5.5 Be comfortable with applying positive and negative reinforcement and punishment to an individual to help shape her or his behavior. 5.6 Know the difference between negative reinforcement and punishment. 5.7 Which out of positive and negative reinforcement and punishment is most effective in shaping another person’s behavior? Chapter 6 6.1 Name the three stages of the stage model of memory. a) What is each stage’s function and capacity? b) How is information transferred from one stage to another? How is encoding, storage and retrieval part of this process? 6.2 What is maintenance rehearsal? With what stages of memory does it work with? 6.3 What is elaborative rehearsal? With what stages of memory does it work with? 6.4 How is chunking used to enhance our ability to remember? Chapter 7 7.1 What was Alfred Binet’s intention in creating the original intelligence test? 7.2 How did this differ from the Stanford-Binet Intelligence Scale in the U.S.? 7.3 Be able to calculate an individual’s IQ with a given mental age and chronological age. (ie. If a child’s mental age is 13 and has a chronological age of 11), what would the child’s IQ be? 7.4 Be familiar with Howard Gardner’s theory of multiple intelligences? What are the eight different intelligences? Chapter 8 8.1 Be familiar with the individual levels of Maslow’s Hierarchy of Needs and how each successive level leads to the next. 8.2 What is self-actualization? Be able to name some key characteristics associated with self-actualization. Chapter 9 9.1 Know the dilemma and essential information for each stage of Erik Erikson’s theory of psychosocial development. 9.2 What is “life-purpose” and how does it relate to our general well-being, emotional health, and growth? Chapter 11 11.1 What is social psychology the study of? 11.2 Understand the following terms, know their definitions and be able to give an example for each: social cognition, social influence, person perception, social norms, social categorization, Implicit personality theory, attribution, fundamental attribution error, blaming the victim, just-world, hypothesis, actor-observer bias, selfserving bias, attitude, cognitive dissonance, prejudice, stereotype, in-group, out-group, out-group homogeneity effect, in-group bias, ethnocentrism