Flashcards
Flashcards
AP Psych Key Contributors Flashcards
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| 9785270170 | Alfred Adler | neo-Freudian • stressed importance of striving for superiority and power • believed social factors not sexual factors are more important in child development • birth order, inferiority and superiority complex, compensation |  | 0 |
| 9785270171 | Mary Ainsworth | • designed "strange" situation experiment to study infant attachment in which children were left alone in a playroom • secure attachment children played comfortably when mom was present, were distressed when mom left and would seek contact when mom returned • insecure attachment children were less likely to explore their surroundings, became upset when mom left and showed indifference when mom returned |  | 1 |
| 9785270172 | Gordon Allport | traits therapist • defined personality in terms of fundamental characteristic patterns • three levels of traits • cardinal - dominant traits of a person's behavior • central - dispositions found in most people • secondary - traits arising in specific situations |  | 2 |
| 9785270173 | Aristotle | • disagreed with Socrates and Plato, said knowledge is not preexisting, instead it grows from the experiences stored in our memories • knowledge comes in from the external world through the senses • believed the mind was in the heart |  | 3 |
| 9785270174 | Solomon Asch | • studied conformity and how group pressure distorted judgement • subjects conformed in their perception of line lengths when confederates in the group purposely gave the incorrect answers |  | 4 |
| 9785270175 | Eugene Aresinsky | • discovered how EEG patterns and eye movement change throughout sleep | 5 | |
| 9785270176 | Richard Arkinson/Richard Shriffrin | • proposed original short-term/long term memory theory | 6 | |
| 9785270177 | Francis Bacon | one of the founders of modern science • fascinated by the human mind and its failings • suggested humans try to find the degree of order and quality in things • stressed the use of research findings |  | 7 |
| 9785270178 | Alan Baddeley | added working memory, including a central executive, to Atkinson and Sheffrin's concept of shortterm memory |  | 8 |
| 9785270179 | Albert Bandura | • social-cognitive perspective (social learning) • suggested people learn through observation and modeling • researcher of observational learning by studying children imitating adults hitting a "Bobo doll" • suggested observers experience vicarious reinforcement and vicarious punishment when observing others • propose the social cognitive perspective in which behavior is influenced by the interaction between people's traits and their social context • reciprocal determinism; the interacting influences of behavior, internal cognition, and the environment |  | 9 |
| 9785270180 | Diana Baumrind | • studied authoritarian, authoritative and permissive parenting styles • children with authoritarian parents usually have less social skill and self-esteem • children with authoritative parents usually have high self-esteem, self-reliance, and social competence • children with permissive parents are usually more aggressive and immature |  | 10 |
| 9785270181 | Aaron Beck | developed a cognitive therapy for depression in which patients irrational and distorted thinking is questioned • cognitive triad • attributional style |  | 11 |
| 9785270182 | Buddha | • pondered how sensations and perceptions combine to form ideas | 12 | |
| 9785270183 | Dimitry Belyaev/Lyudmila Trut | • domesticated foxes in a longitudinal study lasting over 30 generations | 13 | |
| 9785270184 | Alfred Binet | • developed the first modern intelligence test for the French school system measuring a child's mental age (Stanford-Binet) • assumed intelligence increases with age | 14 | |
| 9785270185 | Thomas Bouchard | studied twins separated at birth | 15 | |
| 9785270186 | Edward Bradford Titchener | Wundt's student • introduced structuralism - aim to discover the structural elements of the mind • used introspection (looking inward) • focused on inner sensations, images, and feelings | 16 | |
| 9785270187 | John Bransford/Marcia Johnson | • researched meaningfulness of memory | 17 | |
| 9785270188 | Marian Breland/Keller Breland | in training animals, noted an instinctive drift where animals reverted to biologically predisposed patterns | 18 | |
| 9785270189 | Isabel Briggs Myers/ Catherine Briggs | developed the Myers-Briggs Type Indicator (MBTI) | 19 | |
| 9785270190 | Paul Broca | discovered Broca's area in the left side of the brain responsible for speaking |  | 20 |
| 9785270191 | Linda Buck/Richard Axel | • discovered receptor proteins in the nasal cavity which combine to trigger a specific smell | 21 | |
| 9785270192 | John Cade | • discovered the use of lithium as a mood stabilizer | 22 | |
| 9785270193 | Mary Whiton Calkins | • first women to complete the requirements for a PhD in psychology but was denied the degree by Harvard • became first female president of the American Psychological Association (APA) | 23 | |
| 9785270194 | Walter Cannon/Philip Bard | developed the Cannon-Bard theory of emotions in which emotions and physiological changes happen simultaneously |  | 24 |
| 9785270195 | Raymond Cattell | • 16 Trait Personality Inventory/factor analysis • surface traits appear in clusters |  | 25 |
| 9785270196 | Fergus Craik/Endel Tulving | • researched different types (structural, phoneic, semantic) of encoding information and its effects on memory | 26 | |
| 9785270197 | Tanya Chartrant/John Bargh | studied the Chamaeleon Effect where subjects in time mimic each other's behaviors | 27 | |
| 9785270198 | Noam Chomsky | studied innate language development and universal grammar |  | 28 |
| 9785270199 | Kenneth Clark/Mimi Phillips Clark | • studied internalized anti-black prejudice by asking children whether they preferred a black or white doll | 29 | |
| 9785270200 | Confucius | • stressed the power of ideas and of an educated mind | 30 | |
| 9785270201 | Stanley Coren | studied how time changes influence accidents | 31 | |
| 9785270202 | Paul Costa/Robert MaCrae | developed Big Five Trait theory of conscientiousness, agreeableness, neuroticism, openness and extraversion | 32 | |
| 9785270203 | Mary Cover Jones/Joseph Wolpe | • helped develop exposure therapies including systematic desensitization using progressive relaxation to lower phobic fears | 33 | |
| 9785270204 | John Darley/Bibb Latane | studied bystander intervention by staging emergencies | 34 | |
| 9785270205 | Charles Darwin | • studied species variations • explained diversity in animals by proposing the evolutionary process of natural selection • believed that nature selects traits that best enable an organism to survive and reproduce in a particular environment • motivation-instincts |  | 35 |
| 9785270206 | Judy DeLoache | • researched children's reactions to a miniature version of a room to study symbolic thinking | 36 | |
| 9785270207 | William Demen | • sleep deprivation researcher | 37 | |
| 9785270208 | René Descartes | • French philosopher • agreed with Socrates and Plato that the existence of innate ideas and mind being "entirely distinct from body" and able to survive death • believed the immaterial mind and physical body communicate • coined phrase "I think, therefore, I am". | 38 | |
| 9785270209 | Dorothea Dix | • advocated for more humane treatment of the mentally ill and the construction of mental hospitals | 39 | |
| 9785270210 | Hermann Ebbinghaus | • developed the forgetting (retention) curve by learning nonsense syllables |  | 40 |
| 9785270211 | Paul Ekman | • studied the universality of facial expressions | 41 | |
| 9785270212 | Albert Ellis | • creator of rational emotive behavior therapy (REBT) - a confrontational cognitive therapy the challenges people's self-defeating attitudes and assumptions that cause emotional problems | 42 | |
| 9785270213 | Erik Erikson | developed eight stages of psychosocial development in which each stage centers around a task or conflict • trust versus mistrust (birth to 1) child learns to trust the world or not dependent upon whether their needs are met • autonomy versus shame (1 to 3) child learns to do things for themselves or to doubt their abilities • initiative versus guilt (3 to 6) child learns to carry out plans or feels guilty about their efforts to be independent • competence versus inferiority (6 to puberty) child learns the pleasure of applying themselves or feeling inferior • identity versus role confusion (teens into 20s) teens learn to form a personal identity or become confused about who they are • intimacy versus isolation (20s to early 40s) person learns to form close relationships or feels isolated • generativity versus stagnation (40s to 60s) person learns to discover a sense of contributing to the world or feels a lack of purpose • integrity versus despair (late 60s and up) after reflecting on their life, the persons feels a sense of satisfaction or failure |  | 43 |
| 9785270214 | Hans Eysenck/Sybil Eysenck | trait theorist • divided personality on two dimensions • extraversion versus introversion and emotional stability versus instability • challenge the effectiveness of psychotherapy by studying the improvement in untreated patients | 44 | |
| 9785270215 | Gustav Fechner | developed the field of psychophysics • studied the concept of absolute threshold | 45 | |
| 9785270216 | Leon Festinger | developed the cognitive dissonance theory where we act to reduce the discomfort (dissonance) we feel when two of our thoughts (cognition) are inconsistent with each other |  | 46 |
| 9785270217 | Margaret Floyd Washburn | first female to receive a PhD in psychology • second female president of the APA | 47 | |
| 9785270218 | James Flynn | • discovered the Flynn effect which noted intelligence tests scores increased over decades therefore IQ tests need to be re-standardized periodically | 48 | |
| 9785270219 | Otfrid Foerster/Wilder Penfield | • mapped the motor cortex | 49 | |
| 9785270220 | Sigmund Freud (theory) | • father of the Psychoanalytic School of Psychology • divided the mind into the conscious, preconscious and unconscious mind • emphasized the way our unconscious thought processes and our emotional responses to childhood experiences affect our behavior • divided personality into the • id: includes inborn drives and impulses following the pleasure principle • ego: tries to satisfy the demands of the id without going against the restrictions of the superego following the reality principle • superego: the moral/ideal self • proposed five psychosexual stages: • oral (0-18 m.) pleasure centers on the mouth (sucking, biting, chewing, etc.) • anal (18-36 m.) pleasure focuses on bowel and bladder elimination; coping with demands for control • phallic (3-6 yrs) pleasure zone is the genitals; coping with incestuous sexual feelings (Oedipus and Electra complex) • latency (6 to puberty) a phase of dormant sexual feelings • genital (puberty on) maturation of sexual interests • fixation: a person remains at a psychosexual stage • developed how the ego protects itself through the use of defense mechanisms: • repression; banishes anxiety arousing thoughts, feelings, and memories to the unconscious mind • regression; retreating to a more infantile psychosexual stage, where some psychic energy remains fixated • reaction formation; switching unacceptable impulses into their opposites • projection; disguising one's own threatening impulses by attributing them to others • rationalization; offering self-justifying explanations in place of the real, more threatening unconscious reasons for ones actions • displacement; shifting sexual or aggressive impulses toward a more except the bull or less threatening object or person • sublimation; transferring of unacceptable impulses into socially valued motives • denial; refusing to believe were even perceive painful realities | 50 | |
| 9785270221 | Sigmund Freud (therapy) | • developed psychoanalysis • assumed many psychological problems are the result of repressed impulses and conflicts in childhood • goal of treatment is to release energy previously devoted to id-ego-superego conflicts • Freudian slips: unintentional statements that Freud believed expressed repressed thoughts or feelings • free association; patients are encouraged to say out loud whatever comes to mind • resistance; the blocking of consciousness of anxiety laden materials • transference; the patient's transfer to the analyst of emotions linked to other relationships • suggested anxiety is "free-floating" • distinguished between manifest content (apparent and remembered story line) and latent content (symbolic meaning) of dreams • proposed defense mechanism repression in which anxiety arousing thoughts, feelings, or memories cannot reach consciousness | 51 | |
| 9785270222 | Meyer Friedman/Ray Rosenman | found blood cholesterol levels change as the subject's stress levels change | 52 | |
| 9785270223 | Gustav Fritsch/Eduard Hitzig | • discovered the motor cortex by electrically stimulating parts of an animal's cortex | 53 | |
| 9785270224 | Phineas Gage | • railroad worker who, in 1848, had a tapping iron shot through his brain • he survived but developed emotional difficulties |  | 54 |
| 9785270225 | Franz Gall | proposed that phrenology (studying bumps on the skull) could reveal a person's mental abilities and character traits |  | 55 |
| 9785270226 | Francis Galton | • believed intelligence was purely hereditary • developed a rudimentary intelligence test | 56 | |
| 9785270227 | John Garcia/Robert Koelling | • studied conditioned taste aversion in rats • suggested how people are biologically prepared to learning some associations over others | 57 | |
| 9785270228 | Howard Gardner | proposed eight distinct intelligences: naturalistic, linguistic, logical mathematical, musical, interpersonal, intrapersonal, body kinesthetic, and spatial |  | 58 |
| 9785270229 | Eleanor Gibson/Richard Walk | • researched innate depth perception in infants using a visual cliff | 59 | |
| 9785270230 | G. Stanley Hall | first president of the American Psychological Association (APA) • established the first formal United States psychology laboratory at Johns Hopkins University | 60 | |
| 9785270231 | Harry Harlow/Margaret Harlow | studied attachment by observing how infant monkeys responded to two artificial mothers (cloth and wire) • found infant monkeys preferred the cloth mother over the wire mother • studied monkeys raised in complete isolation who later were unable to interact with other monkeys |  | 61 |
| 9785270232 | Starke Hathaway | developed the Minnesota Multiphasic Personality Inventory (MMPI) and empirically derived personality tes | 62 | |
| 9785270233 | Fritz Heider | • Gestalt theories • balance theory • proposed attribution theory in which people's behaviors are the result of the situation or the person's disposition |  | 63 |
| 9785270234 | Hermann von Helmholtz/Thomas Young | • responsible for Young Helmholtz trichromatic (three-color) theory • suggested the retina includes three types (red, green and blue) of color receptors |  | 64 |
| 9785270235 | Hermann von Helmholtz | developed place theory detailing how hearing different pitches involves triggering different places along the cochlea |  | 65 |
| 9785270236 | Ewald Hering | responsible for the opponent-process theory by studying afterimages • retina includes three sets (red-green, yellow-blue, and white-black) of opponent retinal processes |  | 66 |
| 9785270237 | Ernest Hilgard | dissociative theory - hypnosis involves both social influence and a dual processing state where consciousness is split allowing thoughts and behaviors to occur simultaneously called dissociation | 67 | |
| 9785270238 | Karen Horney | neo-Freudian • suggested childhood anxiety triggers our desire for love and security • among the first to challenge the obvious male bias in Freud's theories • believed people feel anxious because they feel isolated and helpless in a hostile world. |  | 68 |
| 9785270239 | Carol Izard | • facial expressiveness • facial expressions of emotions are constant across cultures | 69 | |
| 9785270240 | William James | philosopher - psychologist • functionalist • wrote one of the first introductory psychology texts, Principles of Psychology | 70 | |
| 9785270241 | William James/Carl Lange | • developed the James-Lange theory of emotions suggesting emotions are the result of physiological changes |  | 71 |
| 9785270242 | Irving Janis | studied groupthink; a mode of thinking that occurs when the desire for harmony in a decision making group overrides a realistic appraisal of alternatives | 72 | |
| 9785270243 | Carl Jung | neo-Freudian • divided the unconscious mind into the collective and personal unconscious | 73 | |
| 9785270244 | Immanuel Kant | maintained that knowledge comes from our inborn ways of organizing sensory experience | 74 | |
| 9785270245 | Ancel Keys | researched motivation by reducing food levels of subjects which resulted in a lowering of the basal metabolic rate | 75 | |
| 9785270246 | Kurt Koffka/Max Wertheimer | co-founder Gestalt Psychology | 76 | |
| 9785270247 | Lawrence Kohlberg | • by asking subjects to respond to moral dilemmas, developed three levels of moral thinking • preconventional morality; the person's focus is self-interest and follows rules to avoid punishment or gain rewards • conventional morality; the person's focus is to uphold laws and rules to gain social approval and/or maintain social order • ostconventional morality; the person's focus reflects a basic belief system of self-defined ethical principles |  | 77 |
| 9785270248 | Elizabeth Kubler-Ross | stages of death and dying |  | 78 |
| 9785270249 | Konrad Lorenz | • studied imprinting in ducklings • studied instinctive behavior in animals • critical periods • motivation-instinct theory |  | 79 |
| 9785270250 | Richard Lazarus | • suggested that cognitive appraisal, at times, is without our awareness | 80 | |
| 9785270251 | Joseph LeDoux | suggested some emotional responses go directly to the amygdala bypassing any cognitive appraisal in the cortex |  | 81 |
| 9785270252 | John Locke | • British philosopher • suggested at birth the mind is a tabula rasa (blank slate) on which experience writes • it is through our experiences we learn to perceive the world • helped form modern empiricism | 82 | |
| 9785270253 | Elizabeth Loftus | studied how eyewitness memories can be influenced by questioning • researched how information can be incorporated into one's memory (misinformation effect) | 83 | |
| 9785270254 | Abraham Maslow | humanist • overall need to fulfill one's potential • believed psychology should study healthy and creative people rather than troubled ones • developed a hierarchy of needs theory (physiological, safety, belongingness and love, esteem, self-actualization, and self-transcendence needs) • drew attention to ways the current environmental influences can nurture or limit our growth potential • stressed the importance of having our needs for love and acceptance satisfied |  | 84 |
| 9785270255 | William Masters/Virginia Johnson | • developed the sexual response cycle (excitement phase, plateau phase orgasm, and resolution phase) measuring the physiological changes during sexual activity • researched sexual dysfunctions and potential treatments | 85 | |
| 9785270256 | Harry McGurk/John MacDonald | developed the McGurk Effect in which a subject listening to a sound while watching someone say a different sound hear a different third sound | 86 | |
| 9785270257 | Donald Meichenbaum | developed stress inoculation training in which peoples encourages people to restructure their thinking in stressful situations | 87 | |
| 9785270258 | Ronald Melzack/Patrick Wall | • developed gate-control theory of pain in which the spinal cord contains nerve fibers that conduct pain signals |  | 88 |
| 9785270259 | Stanley Milgram | studied obedience where subjects, following the orders of an experimenter, "shocked" a confederate | 89 | |
| 9785270260 | George Miller | • proposed short-term memory is limited to seven +/- two bits of information | 90 | |
| 9785270261 | Fiuseppe Moruzzi/Horace Magoun | • by electrically stimulating and severing parts of a cat's brain, discovered the reticular formation enables arousal | 91 | |
| 9785270262 | Henry Murray | • developed the Thematic Apperception Test (TAT) in which subjects made up a story to ambiguous figures | 92 | |
| 9785270263 | David Napolitan/George Goethals | • demonstrated the fundamental attribution error where people, analyzing others' behavior, tend to underestimate the impact of the situation and overestimate the impact of personal disposition | 93 | |
| 9785270264 | Ivan Pavlov | discovered classical conditioning in his studies of the digestion in dogs | 94 | |
| 9785270265 | Jean Piaget | used case studies to research children's thinking • studied cognitive development in children • developed concepts of: • schema - concept or framework that organizes and interprets information • assimilation - interpreting our new experiences in terms of our existing schemas • accommodation - adapting our current understandings (schemas) to incorporate new information • developed four stages of cognitive development: • sensorimotor (birth - 2) experience the world through senses and actions • object permanence; the awareness that things continue to exist even when not perceived • preoperational (2 - 6/7) representing things with words and images; using intuitive rather than logical reasoning • egocentrism; taking another's point of view • concrete operational (7 - 11) thinking logically about concrete events, grasping concrete analogies and performing arithmetical operations • conservation; understanding properties such as mass, volume, and number remain the same despite changes in forms | 95 | |
| 9785270266 | Philippe Pinel | • suggested abnormal behavior was not due to demon possession by the sickness of the mind • advocated a "moral (more humane) treatment" of patients | 96 | |
| 9785270267 | Plato | • concluded, along with Socrates, that mind is separable from the body and continues after the body dies (dualism) • believed knowledge is innate—born within us • located the mind in the spherical head | 97 | |
| 9785270268 | James Randi | used and an empirical approach to test the paranormal | 98 | |
| 9785270269 | Robert Rescorla/Allan Wagner | contingency model • having shocks proceeded by tones and lights, found animals can learn the predictability of an event | 99 | |
| 9785270270 | Carl Rogers | humanist • believed people are basically good and endowed with self-actualizing tendencies • developed person centered perspective (also called client centered perspective) • a growth promoting climate requires three conditions • genuineness; people are genuine and open with their feelings • acceptance; people show unconditional positive regard towards others (an attitude of total acceptance towards another person) • empathy; they share an mirror others' feelings and reflect their meanings • drew attention to ways the current environmental influences can nurture or limit our growth potential • stressed the importance of having our needs for love and acceptance satisfied • develop client centered therapy which focuses on the person's conscious self-perceptions • a nondirective therapy in which the therapist listens without judging or interpreting • stressed therapist should exhibit acceptance, genuineness, and empathy • stressed active listening; empathetic listening to which the listener echoes restates and clarifies what the client says • therapist should show unconditional positive regard; a caring accepting non-judgmental attitude | 100 | |
| 9785270271 | David Rosenhan | studied the biasing power of labels by having psychologically healthy subjects admitted to a mental institution | 101 | |
| 9785270272 | Stanley Schachter/Jerome Singer | • developed the two-factor theory of emotions in which emotions are the result of physiological changes and a cognitive appraisal • injected subjects with epinephrine and placed them in rooms with a euphoric or irritated confederate | 102 | |
| 9785270273 | Martin Seligman | • has called for research on human strengths and human flourishing • positive psychology: the scientific study of optimal human functioning; aims to discover and promote strengths and virtues that enable individuals and communities to thrive • researched learned helplessness in animals | 103 | |
| 9785270274 | Hans Selye | • developed the general adaptation syndrome (GAS) in reaction to stress including the alarm, resistance and exhaustion phase • concluded prolong stress can damage individuals | 104 | |
| 9785270275 | B. F. Skinner | modern behaviorist • studied operant conditioning using an operant chamber (Skinner Box) • developed four schedules of reinforcement (fixed and variable ratio)(fixed and variable interval) • believed external influences shape behavior NOT internal thoughts or feelings | 105 | |
| 9785270276 | Charles Spearman | • proposed a general intelligence (g) • helped develop factor analysis | 106 | |
| 9785270277 | Roger Sperry/Michael Gazzaniga | • pioneered and studied split brain research helping to understand the functioning of both hemispheres | 107 | |
| 9785270278 | William Stern | derived the formula for intelligence quotient (IQ) as mental age divided by chronological age multiplied by 100 • an IQ of 100 is considered average | 108 | |
| 9785270279 | Robert Sternberg | • proposed a triarchic theory of three intelligences - analytical (academic problem solving) intelligence, creative intelligence, and practical intelligence • developed five (expertise, imaginative thinking skills, venturesome personality, intrinsic motivation and a creative environment) components of creativity | 109 | |
| 9785270280 | Lewis Terman | revised Binet's test (Stanford-Binet intelligence test) for use in the United States • conducted a longitudinal study of high intelligence children | 110 | |
| 9785270281 | Edward L. Thorndike | behaviorists • studied how cats got out of a "puzzle box" • developed law of effect - behavior is controlled by it's consequence |  | 111 |
| 9785270282 | Edward Chase Tolman/CH Honzik | studied rats exploring mazes without reinforcements (latent learning) resulting in the rats developing cognitive maps of the maze | 112 | |
| 9785270283 | Lev Vygotsky | stressed how children develop through interactions with the social environment • zone of proximal development; a zone between what a child can and can't do | 113 | |
| 9785270284 | John B. Watson | father of behaviorism • dismissed introspection • suggested psychology study how people respond to stimuli (behavior) rather than inner thoughts, feelings, and motives • redefine psychology as the "the scientific study of observable behavior" • with his associate (Rosalie Rayner), conditioned "Baby Albert" to fear a white rat |  | 114 |
| 9785270285 | Ernst Weber | developed Weber's law regarding the constant percentage of the difference threshold | 115 | |
| 9785270286 | David Wechsler | • developed the Wechsler adult intelligence scale (WAIS) and the Wechsler intelligence scale for children (WISC) • the WAIS contains verbal and performance (nonverbal) subtests | 116 | |
| 9785270287 | Carl Wernicke | discovered Wernicke's area responsible for speech comprehension |  | 117 |
| 9785270288 | Wilhelm Wundt | • the father of psychology • established the first psychology laboratory at the University of Leipzig, Germany • measured the time lag between people's hearing a ball hit a platform and their pressing a telegraph key • focused on inner sensations, images, and feelings (introspection) | 118 | |
| 9785270289 | Yerkes & Dodson | Yerkes Dodson Law - ideal level of arousal depends on the complexity of a task • if the task is more complex your performance will be better at lower levels of arousal • if the task is simple it is best for arousal level to be high | 119 | |
| 9785270290 | Philip Zimbardo | conducted studies in role playing where college students played the roles of prison guards and prisoners (Stanford Prison Experiment) |  | 120 |
AP Psychology Unit 14 Flashcards
Terms : Hide Images
| 7606371652 | Social Psychology | the scientific study of how we think about, influence, and relate to one another. |  | 0 |
| 7606371653 | Attribution Theory | the theory that we explain someone's behavior by crediting either the situation or the person's disposition. |  | 1 |
| 7606371654 | Fundamental Attribution Error | the tendency for observers, when analyzing another's behavior, to underestimate the impact of the situation and to overestimate the impact of personal disposition. |  | 2 |
| 7606371655 | Attitude | feelings, often influenced by our beliefs, that predispose us to respond in a particular way to objects, people, and events. |  | 3 |
| 7606371656 | Central Route Persuasion | attitude change path in which interested people focus on the arguments and respond with favorable thoughts. |  | 4 |
| 7606371657 | Peripheral Route Persuasion | attitude change path in which people are influenced by incidental cues, such as a speaker's attractiveness. |  | 5 |
| 7606371658 | Foot-in-the-Door Phenomenon | the tendency for people who have first agreed to a small request to comply later with a larger request. |  | 6 |
| 7606371659 | Role | a set of expectations (norms) about a social position, defining how those in the position ought to behave. |  | 7 |
| 7606371660 | Cognitive Dissonance Theory | the theory that we act to reduce the discomfort (dissonance) we feel when two of our thoughts (cognitions) are inconsistent. For example, when our awareness of our attitudes and of our actions clash, we can reduce the resulting dissonance by changing our attitudes. |  | 8 |
| 7606371661 | Conformity | adjusting one's behavior or thinking to coincide with a group standard. |  | 9 |
| 7606371662 | Normative Social Influence | influence resulting from a person's desire to gain approval or avoid disapproval. |  | 10 |
| 7606371663 | Informational Social Influence | influence resulting from one's willingness to accept others' opinions about reality. |  | 11 |
| 7606371664 | Social Facilitation | stronger responses on simple or well-learned tasks in the presence of others. |  | 12 |
| 7606371665 | Social Loafing | the tendency for people in a group to exert less effort when pooling their efforts toward attaining a common goal than when individually accountable. |  | 13 |
| 7606371666 | Deindividuation | the loss of self-awareness and self-restraint occurring in group situations that foster arousal and anonymity. |  | 14 |
| 7606371667 | Group Polarization | the enhancement of a group's prevailing inclinations through discussion within the group. |  | 15 |
| 7606371668 | Groupthink | the mode of thinking that occurs when the desire for harmony in a decision-making group overrides a realistic appraisal of alternatives. |  | 16 |
| 7606371669 | Culture | the enduring behaviors, ideas, attitudes, values and traditions shared by a group of people and transmitted from one generation to the next |  | 17 |
| 7606371670 | Norm | an understood rule for accepted and expected behavior. Norms prescribe "proper" behavior. |  | 18 |
| 7606371672 | Prejudice | an unjustifiable (and usually negative) attitude toward a group and its members. Prejudice generally involves stereotyped beliefs, negative feelings, and a predisposition to discriminatory action. |  | 19 |
| 7606371673 | Stereotype | a generalized (sometimes accurate but often overgeneralized) belief about a group of people. |  | 20 |
| 7606371674 | Discrimination | unjustifiable negative behavior toward a group and its members. |  | 21 |
| 7606371680 | Just-World Phenomenon | the tendency for people to believe the world is just and that people therefore get what they deserve and deserve what they get. |  | 22 |
| 7606371675 | Ingroup | "Us"—people with whom we share a common identity. |  | 23 |
| 7606371676 | Outgroup | "Them"—those perceived as different or apart from our ingroup. |  | 24 |
| 7606371677 | Ingroup Bias | the tendency to favor our own group. |  | 25 |
| 7606371678 | Scapegoat Theory | the theory that prejudice offers an outlet for anger by providing someone to blame. |  | 26 |
| 7606371679 | Other-Race Effect | the tendency to recall faces of one's own race more accurately than faces of other races. Also called the cross-race effect and the own-race bias |  | 27 |
| 7606371681 | Aggression | physical or verbal behavior intended to hurt someone. |  | 28 |
| 7606371682 | Frustration-Aggression Principle | the principle that frustration—the blocking of an attempt to achieve some goal—creates anger, which can generate aggression. |  | 29 |
| 7606385268 | social script | culturally modeled guide for how to act in various situations |  | 30 |
| 7606371683 | Mere Exposure Effect | the phenomenon that repeated exposure to novel stimuli increases liking of them. |  | 31 |
| 7606371684 | Passionate Love | an aroused state of intense positive absorption in another, usually present at the beginning of a love relationship. |  | 32 |
| 7606371685 | Companionate Love | the deep affectionate attachment we feel for those with whom our lives are intertwined. |  | 33 |
| 7606371686 | Equity | a condition in which people receive from a relationship in proportion to what they give to it. |  | 34 |
| 7606371687 | Self-Disclosure | revealing intimate aspects of oneself to others. |  | 35 |
| 7606371688 | Altruism | unselfish regard for the welfare of others. |  | 36 |
| 7606371689 | Bystander Effect | the tendency for any given bystander to be less likely to give aid if other bystanders are present. |  | 37 |
| 7606371690 | Social Exchange Theory | the theory that our social behavior is an exchange process, the aim of which is to maximize benefits and minimize costs. |  | 38 |
| 7606371691 | Reciprocity Norm | an expectation that people will help, not hurt, those who have helped them. |  | 39 |
| 7606371692 | Social-Responsibility Norm | an expectation that people will help those dependent upon them. |  | 40 |
| 7606371693 | Conflict | a perceived incompatibility of actions, goals, or ideas. |  | 41 |
| 7606371694 | Social Trap | a situation in which the conflicting parties, by each rationally pursuing their self-interest, become caught in mutually destructive behavior. |  | 42 |
| 7606371695 | Mirror-Image Perceptions | mutual views often held by conflicting people, as when each side sees itself as ethical and peaceful and views the other side as evil and aggressive. |  | 43 |
| 7606371696 | Self Fulfilling Prophecy | a belief that leads to its own fulfillment |  | 44 |
| 7606371697 | Superordinate Goals | shared goals that override differences among people and require their cooperation. |  | 45 |
| 7606371698 | Graduated and Reciprocated Initiatives in Tension Reduction (GRIT) | Graduated and Reciprocated Initiatives in Tension-Reduction—a strategy designed to decrease international tensions. |  | 46 |
AP Kanji 13 Flashcards
Terms : Hide Images
| 10099204703 | 低い | ひくい low |  | 0 |
| 10099204704 | 予定 | よてい plans |  | 1 |
| 10099204705 | 弟 | おとうと younger brother |  | 2 |
| 10099204706 | 店 | みせ store |  | 3 |
| 10099204707 | 点 | てん point |  | 4 |
| 10099204708 | 伝える | つたえる to convey |  | 5 |
| 10099204709 | 都会 | とかい city |  | 6 |
| 10099204710 | 東 | ひがし east |  | 7 |
| 10099204711 | 答え | こたえ answer |  | 8 |
| 10099204712 | 頭 | あたま head |  | 9 |
| 10099204713 | 内 | うち inside |  | 10 |
AP Kanji 12 Flashcards
Terms : Hide Images
| 10099303708 | 明るい | あかるい bright |  | 0 |
| 10099303709 | 面 | めん face |  | 1 |
| 10099303710 | 門 | もん gate |  | 2 |
| 10099303711 | 自由 | じゆう freedom |  | 3 |
| 10099303712 | 用 | よう task |  | 4 |
| 10099303713 | 来る | くる to come |  | 5 |
| 10099303714 | 冷たい | つめたい cold |  | 6 |
| 10099303715 | 和 | わ harmony/Japanese |  | 7 |
| 10099303716 | 暗い | くらい dark |  | 8 |
| 10099303717 | 以前 | いぜん before |  | 9 |
| 10099303718 | 意味 | いみ meaning |  | 10 |
AP Kanji 23 Flashcards
Terms : Hide Images
| 10099920390 | 鼻 | はな nose |  | 0 |
| 10099920391 | 必要 | ひつよう necessary |  | 1 |
| 10099920392 | 品物 | しなもの goods |  | 2 |
| 10099920393 | 服 | ふく cloth |  | 3 |
| 10099920394 | 払う | はらう to pay |  | 4 |
| 10099920395 | 変 | へん weird |  | 5 |
| 10099920396 | 歩く | あるく to walk |  | 6 |
| 10099920397 | 方法 | ほうほう way of doing |  | 7 |
| 10099920398 | 忘れる | わすれる to forget |  | 8 |
| 10099920399 | 忙しい | いそがしい busy |  | 9 |
| 10099920401 | 動く | うごく to move |  | 10 |
| 10099920404 | 背中 | せなか back |  | 11 |
| 10099920405 | 心配 | しんぱい to worry |  | 12 |
| 10099920407 | 出発 | しゅっぱつ to depart |  | 13 |
| 10099920408 | 反対 | はんたい against |  | 14 |
| 10099920410 | 晩 | ばん evening |  | 15 |
| 10099920411 | 美しい | うつくしい beautiful |  | 16 |
Flashcards
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