PSYCHOLOGY REVIEW



|MEMORY TERMS |BRAIN TERMS |DEVELOPMENT TERMS |DISORDER TERMS |PERSONALITY TERMS |

|Memory- |Cerebellum |Embryo | Anxiety Disorders |Freud |

|Retrieval- |Medulla |Attachment |Panic |Psychoanalysis |

|Storage- |Amygdala |Placenta |Agoraphobia |Preconscious |

|Encoding- |Occipital lobe |Formal Operational |Phobias |Unconscious |

| Short-term Memory |Hippocampus |Adolescence |PTSD |Conscious |

|Rehearsal- |Frontal Lobe |Conservation |OCD |Id |

|Spacing- |Corpus Callosum |Permissive |Mood Disorders |Pleasure principle |

|Chunking- |Neurotransmitters |Sensorimotor |Major Depression |Ego |

|Mnemonics- |Central Nervous System |Object Permanence |Dysthymic |Reality principle |

|Flashbulb Memory |Endorphins |Preoperational |SAD |Superego |

| | |DABDA | | |

|P.O.R.N. | |Temperament |Bipolar |Personality |

| | |Egocentrism | | |

| | |Child |Personality Disorders |Free Association |

| | |Authoritarian | | |

|CONSCIOUSNESS TERMS |SENSATION AND PERCEPTION TERMS |INTRO TO PSYCH TERMS |Antisocial |Ego defense mechanisms |

|Consciousness |Sensation |Psychology- |Borderline |Freudian Slips |

|Circadian rhythm |Perception- |Scientific Method- |Dependent |Displacement |

|REM sleep |Sensory receptors- |Hypothesis- |Narcissistic |Rationalization |

|Myoclonic Jerk |Parts of the eye- |Experiment- |Dissociative Disorders |Denial |

|Sleep disorders |Rods |Naturalistic observation- |Amnesia |Projection |

|Insomnia |Cones |Case study- |Fugue |Repression |

|Sleepwalking |Parts of the ear |Survey- |Identity |Regression |

|EEG |Smell- |Ethical Principles |Schizophrenic Disorders |Psychosexual stages |

|Sleep apnea |Touch- | |Paranoid |Oral, Anal, Phallic, |

|Narcolepsy |Taste | |Catatonic |Latency, Genital |

|Nightmare |Taste Buds | |Disorganized |Hierarchy of Needs |

|Lucid Dream |Monocular cues |Social Psych Terms |Learning Terms |

|Deep Sleep/ Stage 4 |Binocular cues |False Consensus Effect |Classical Conditioning |Operant Conditioning |

|Hypnosis |Size Constancy |Fundamental Attribution Error | Unconditioned Stimulus |Positive Reinforcement |

| | | |(UCS) | |

|Meditation |Shape Constancy |Mere Exposure Effect | Unconditioned Response |Negative Reinforcement |

| | | |(UCR) | |

|Psychoactive drug- |Brightness Constancy |Bystander Effect | Conditioned Stimulus (CS) |Shaping |

|Physical dependence- |Perceptual illusion |De-individuation | Conditioned Response (CR) |Punishment |

|Tolerance- |Lens |Conformity | Generalization |Learning |

|Withdrawal symptoms- |Retina |Norm | Discrimination | |

|Drug rebound effect- |Depth Perception |In-group Bias | Extinction | |

|Depressants- |Relative Size |Scapegoat Theory | | |

|Barbiturates- | |Attribution Theory | | |

|Opiates- | | | | |

|Stimulants- | | | | |

|Amphetamines- | | | | |

|Psychedelic drugs- | | | | |

|LSD- | | | | |

|Marijuana- | | | | |

|Caffeine | | | | |

History and Scope

| |a highly detailed description of a single | |Emphasizes conscious experiences, including |

| |individual or event. | |self-determination, free will, and choice. |

| |the systematic observation and recording of | |a questionnaire or interview designed to investigate the |

| |behaviors as they occur in their natural | |opinions, behaviors, or characteristics of a particular group.|

| |setting. | | |

| |the science of behavior and mental processes. | |a tentative statement about the relationship between two or |

| | | |more variables. |

| |set of assumptions, attitudes, and procedures | | Developed by the American Psychological Association for |

| |that guide researchers in creating questions | |research, require psychologists to obtain informed consent |

| |to investigate, generating evidence, and | |from voluntary participants. |

| |drawing conclusions. | | |

The Brain

| |Controls vital life functions like | |receives voluntary movement information,|

| |heartbeat, respiration, etc | |planning and thought |

| |the large band of neurons which connect | |Where memories are processed |

| |the two halves of the brain | | |

| |emotional expression, aggressive | |processes visual information. |

| |behavior. | | |

| |Your bodies’ natural pain-killers | |coordinates movement, balance, and |

| | | |posture. |

| |chemical messengers that get sent from | |nervous system that contains the brain |

| |neuron to neuron across the synaptic gap| |and the spinal cord |

Memory

| |The persistence of learning over time | |Any memory aid used to help the encoding|

| |through storage and retrieval of | |process. |

| |information. | | |

| |- a clear memory of an emotionally | |Organizing items into familiar |

| |significant moment or event | |manageable units |

| |The processing  of information into the | |Holds about 7 “chunks” for only about 20|

| |memory system through various methods( | |– 30 seconds |

| |chunking, acronyms, mental imagery, | | |

| |auditory encoding, spacing, rehearsal) | | |

| |- the process of getting information out| |the conscious repetition of information-|

| |of memory storage | |used to encode information |

| |Rehearsing information repeatedly over | |The process of retaining memories |

| |time- used to encode information | | |

| |Proactive – Old blocks New | | |

| |Retroactive – New blocks Old | | |

Sensation and perception

| |cells responding to stimulation | |Pinna, canal, drum, ossicles, cochlea, |

| | | |haircells |

| |process of integrating, organizing, and | |- process of detecting a physical |

| |interpreting sensations. | |stimulus. |

| |Cornea, lens, retina, iris, optic nerve,| |sensory receptors for color. |

| |pupil | | |

| |sensory receptors for light. | |sensory receptors that are unevenly |

| | | |distributed. |

| |Stimulation of the olfactory receptor | |stimulation of the receptors in the |

| |cells. | |taste buds. |

| |a familiar object that keeps the same | |sweet, sour, salty, bitter located on |

| |shape despite a change on the retina. | |the tongue, throat, roof of mouth for |

| | | |taste |

| |misperception of the true | |The object that looks bigger must be |

| |characteristics of an object or image. | |closer |

| |distance or depth information that can | |a familiar object that keeps that same |

| |be processed by either eye alone. | |size despite a change on the retina. |

| |The eye's ability to perceive the world | |distance or depth cues that require the |

| |in three dimensions and to judge | |use of both eyes. |

| |distance. | | |

Personality

| |the irrational component of personality that seeks | |Girls play with girls and boys play with boys |

| |immediate gratification, pleasure principle | | |

| |Freud’s final stage of development. People become | |distort thoughts or perceptions of reality in order to|

| |capable of mature love and relationships | |reduce anxiety |

| |Developed theory of personality based on childhood | |taking anxiety on a safer target |

| |conflicts and the unconscious mind | | |

| |conservation is achieved | |Trying to explain away a disappointment with an |

| | | |“excuse |

| |not currently aware, but can bring to conscious | |Refusing to acknowledge a painful or threatening |

| |awareness | |reality |

| |ideas, thoughts and feelings of which we are not aware,| |When we attribute feelings we do not want to have to |

| |but could be through therapy | |someone else |

| |Ideas, thoughts, and feelings of which we are aware | |going back to a safer time |

| |Development stage characterized by the Oedipus complex | |unable to recall an event |

| |reality principle, the rational, organized component of| |Early childhood stage, pleasure focuses on the mouth |

| |personality that is sensitive to the demands of the | | |

| |external world | | |

| |it is the moralistic and self-evaluative component of | |Childhood stage, pleasure focused on the elimination |

| |personality, Morality principle | |and withholding of waste |

| |- unconscious thought expressed in consciousness, a | |a person's unique pattern thoughts, feelings, and |

| |mistake of speech | |behaviors that persist over time |

Consciousness

| |a condition in which increasing amounts of a physically| |a category of psychoactive drugs that create sensory |

| |addictive drugs are needed to produce the original, | |and perceptual distortions, alter mood, and affect |

| |desired effect. | |judgment- hallucinogens |

| |a widely used stimulant found in soda, coffee, | |a story-like episode of unfolding mental imagery |

| |chocolate, and many other food sources | |during REM sleep. – that we are aware of and can |

| | | |control! |

| |frightening or unpleasant anxiety dream that occurs | |a cooperative social interaction in which a person |

| |during REM sleep. | |responds to suggestions with changes in perception, |

| | | |memory and behavior. |

| |rapid eye movement, when dreaming occurs. | |a class of stimulant drugs that arouse the central |

| | | |nervous system and suppress appetite. |

| |serious disturbances in the normal sleep pattern that | |A psychoactive drug derived from the hemp plant. |

| |interfere with daytime functioning and cause subjective| | |

| |distress. | | |

| |concentration techniques that focus attention and | |- a category of psychoactive drugs that depress or |

| |heighten awareness, may use a mantra. | |inhibit brain activity. |

| |a condition in which a person has physically adapted to| |an involuntary muscle spasm of the whole body that |

| |a drug so that he must take the drug regularly in order| |jolts the person completely awake. |

| |to avoid withdrawal symptoms. | | |

| |physiological arousal (heart rate, blood pressure, | |episode of walking or performing other actions during |

| |breathing) at its lowest level of the sleep cycle. It | |stage 3 or 4 NREM. |

| |is difficult to wake and you will be unaware of what is| | |

| |happing around you. | | |

| |repeatedly stops breathing during sleep. | |- the consistent, daily fluctuations in many |

| | | |biological and psychological processes. |

| |inability to fall asleep, stay asleep, or feel | |unpleasant physical reactions to the lack of a drug, |

| |adequately rested by sleep. | |plus intense craving for that drug. |

| |a category of psychoactive drugs that are chemically | |Personal awareness of mental activities, internal |

| |similar to morphine and have strong pain-relieving | |sensations, and the external environment. |

| |properties. | | |

| |increased physiological arousal, intense fear and | |after not having a drug you are addicted to, the |

| |panic, frightening hallucinations, and no recall of the| |symptoms are opposite of that drug’s addiction. |

| |episode the next morning. | | |

| |excessive daytime sleepiness and brief lapses into | |a category of depressant drugs that reduce anxiety and|

| |sleep throughout the day. | |produce sleepiness. |

| |a category of psychoactive drugs that increase brain | |Monitors brainwaves during sleep |

| |activity, arouse behavior, and increase mental | | |

| |alertness. | | |

Lifespan Development

| |Capable of abstract and moral reasoning | |Just because I can’t see the object anymore doesn’t |

| | | |means its not there |

| |An emotional tie with another person. Young children | |A person’s characteristic emotional reactivity & |

| |seek closeness to a caregiver | |intensity |

| |Most of the major organs are formed in this period of | |Piaget’s first stage. Mostly learning about the world|

| |prenatal development | |around you and developing object permanence |

| |All about me! I can’t see the world through your eyes…| |Lots of symbolic thought and fantasy play. Child is |

| | | |very egocentric |

| |From puberty to adulthood | |Acts as a filter to protect the fetus from Teratagens |

| |Just because an object changes shape, its mass remains | |Between toddler and teen |

| |the same | | |

| |High in warmth, low in communication | |Low in warmth, high in communication |

| |Stages of grieving and dying | | |

Disorders

| |An unpleasant emotional state that | |marked instability in self-image, mood, |

| |involves feelings of worry, dread, | |and interpersonal relationships |

| |apprehension, and tension | | |

| |along with heightened physical arousal | | |

| |anxiety disorder that is characterized | |the person is unable to make choices and|

| |by constant, excessive, and unjustified | |decisions independently and cannot |

| |anxiety about a wide range | |tolerate being alone |

| |of issues and circumstances. | |- inability to make decisions on own, |

| | | |needs constant reassurance and support |

| |A long-lasting anxiety disorder that | |- thoughts of being better than anyone |

| |develops in response to being exposed to| |else, constantly drawing attention to |

| |a severe and often life- | |self, success fantasies, |

| |threatening trauma | |envy |

| |anxiety disorder the person suffers from| |loss of memory surrounding a traumatic |

| |repetitive, intrusive thoughts and/or | |event |

| |uncontrollable urges to | | |

| |perform certain repetitive behaviors | | |

| |disruptions in everyday life, halt to | |- loss of memory, followed by a flight |

| |activities that cause enjoyment, changes| |from home and establishment of a new |

| |in | |identity |

| |eating and sleeping habits, thoughts of | | |

| |suicide, feelings of worthlessness | | |

| |periods of intense sadness for a period | |a split in personalities following a |

| |of two years or more | |traumatic childhood event |

| |periods of depression based on changes | |psychological disorder that is |

| |in the seasons | |characterized by impaired functioning |

| | | |because of |

| | | |severely distorted beliefs, perceptions,|

| | | |and thought processes |

| |mood disorder that includes both | |lack of expression, childlike, |

| |depression and mania | |disorganized speech |

| |People who lie, cheat, steal, show | |unresponsive to his surrounding. |

| |little or no sense of responsibility, | |Movement is purposeless, and speech |

| |and no guilt or remorse for | |parrot-like |

| |their behavior | | |

| |characterized by extreme suspiciousness | | |

| |and extremely complex delusions | | |

| |disruptions in personal identity, | |a anxiety disorder with frequent, |

| |awareness, or memory are extreme, | |unpredictable, and unexpected panic |

| |frequent, and | |attacks |

| |seriously impair the ability to function| | |

| |in everyday life, extreme trauma in | | |

| |childhood; the alters are created to | | |

| |embody the dissociated memories and | | |

| |emotions that are too painful for the | | |

| |primary personality to acknowledge | | |

| | | | |

Social Psychology

| |The tendency for people to overestimate the number of | |adjusting one’s behavior or thinking to coincide with |

| |people who agree with them | |a group standard |

| |when explaining another’s behavior, we tend to | |an understood rule for accepted and expected behavior |

| |underestimate the impact of the situation and to | |prescribes “proper” behavior |

| |overestimate the impact of personal disposition | | |

| |repeated exposure to novel stimuli increases liking of | |tendency to favor one’s own group and dislike or blame|

| |them | |things on another “out-group” |

| |tendency for any given bystander to be less likely to | |Taking responsibility often causes people too much |

| |give aid if other bystanders are present | |“dissonance” - |

| | | |Better to blame others |

| |The loss of self awareness and self restrain occurring | |tendency to give a causal explanation for someone’s |

| |in group situations that foster arousal and anonymity | |behavior, often by crediting either the situation or a|

| | | |person’s disposition |

Learning

| |a relatively permanent change in | |learning to associate a response and its|

| |behavior as a result of experience. | |consequence - we repeat acts followed by|

| | | |rewards, and avoid acts followed by |

| | | |punishment. |

| |An event that decreases or eliminates | |Strengthens (or ensures the continuation|

| |the behavior that it follows | |of) a response by presenting a typically|

| | | |pleasurable stimulus after a response. |

| |diminishing of a CR when it’s not paired| |strengthens (or ensures the |

| |with the CS – the learning eventually is| |continuation of) a response by reducing |

| |“unlearned” | |or removing an aversive stimulus |

| |An originally irrelevant (neutral) | |learning to associate two stimuli and |

| |stimulus that, after association with an| |anticipate events |

| |unconditioned stimulus, comes to trigger| | |

| |a conditioned response | | |

| |The learned response to a previously | |A stimulus that naturally and |

| |neutral conditioned stimulus | |automatically triggers a response |

| | | |(usually a reflex) |

| |The tendency, once a response has been | |The unlearned, naturally occurring |

| |conditioned, for stimuli similar to the | |response to the unconditioned stimulus |

| |conditioned stimulus to elicit similar | | |

| |responses | | |

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