The scientific study of the human mind and it's functions, especially those functions affecting behaviour in a given context.
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SCIENCE
A means of aquiring knowledge through systematic and objective investigation. The aim is to discover general laws.
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INTROSPECTION
The first systematic experimental attempt to study the mind by breaking up conscious awareness into basic structures of thoughts, images and sensations.
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BEHAVIOURIST APPROACH
A way of explaining behaviour in terms of what is observable and in terms of learning.
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CLASSICAL CONDITIONING
Learning by association. Occurs when 2 stimuli are repeatedly paired together-an 'unconditioned' stimulus (UCS) and a 'neutral' stimulus. The netural simulus eventually produces the same response that was firsy produced by the UCS alone.
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OPERATE CONDITIONING
A form of learning in which behaviour is shaped and maintained by it's consequences. Possible consequences of behaviour include positive reinforcement, negative reinforcement or punishment.
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REINFORCEMENT
A consequence of behaviour that increases the likelihood of that behaviour being repeated. Can be positive or negative.
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SOCIAL LEARNING THEORY
A way of explaining behaviour that includes both direct and indirect reinforcement, combining learning theory with the role of cognitive factors.
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IMITATION
Copying the behaviour of others.
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IDENTIFICATION
When an observer associates themselves with a role model and wants to be like the role model.
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MODELLING
From observer's persepective: imitating the behaviour of a role model. Role models perspective: precise demonstration of a specific behaviour that may be imitated by an observer.
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VICARIOUS REINFORCEMENT
Reinforcement which is not directly experienced but occurs through observing someone else being reinforced but occurs through observing someone else being reinforced for a behaviour. This is a key factor in imitation.
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MEDIATIONAL PROCESSES
Cognitive factors, ie thinking, that influence learning and come between stimulus and response.
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COGNITIVE APPROACH
The term 'cognitive' has come to mean 'mental processes', so this approach is focused on how our mental processes (eg, thought, perceptions, attention) affect behaviour.
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INTERNAL MENTAL PROCESSES
'Private' operations of the mind such as perception and attention that mediate between stimulus and response.
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SCHEMA
A mental framework of beliefs&expectations that influence cognitive processing. They are developed from experience.
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INFERENCE
The process by which cognitive psychologists draw conclusions about the way mental processes operate on the basis of observed behaviour.
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COGNITIVE NEUROSCIENCE
The scientific study of biological structures that underpin cognitive processes.
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BIOLOGICAL APPROACH
A perspective that influences the importance of physical processes in the body such as genetic inheritance and neural function.
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GENES
They make up chromosomes and cosist of DNA which codes the physical features of an organism (eg eye colour) and psychological features (eg mental illnesses). Genes are transmitted from parents to offspring, ie inherited
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BIOLOGICAL STRUCTURE
An arrangement or organisation of parts to form an organ, system or living thing.
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NEUROCHEMISTRY
Relating to chemicals in the brain that regulate psychological functioning.
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GENOTYPE
The particular set of genes that a person possesses.
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PHENOTYPE
The characteristics of an individual determined by both genes and the environment.
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EVOLUTION
The changes in inherited characteristics in a biological population over successive generations.
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Other cards in this set
Card 2
Front
A means of aquiring knowledge through systematic and objective investigation. The aim is to discover general laws.
Back
SCIENCE
Card 3
Front
The first systematic experimental attempt to study the mind by breaking up conscious awareness into basic structures of thoughts, images and sensations.
Back
Card 4
Front
A way of explaining behaviour in terms of what is observable and in terms of learning.
Back
Card 5
Front
Learning by association. Occurs when 2 stimuli are repeatedly paired together-an 'unconditioned' stimulus (UCS) and a 'neutral' stimulus. The netural simulus eventually produces the same response that was firsy produced by the UCS alone.
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