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1. Learning Objective: Describe the goal of psychology;…
1.
Learning Objective: Describe the goal of psychology; scientific method; and evaluate the efficacy of research methods, emphasizing the experimental design.
Design a experiment to test whether cell phones affect attention in class.
Include your hypothesis, operational definitions of your independent and dependent variables, who your participants would be, and how you would randomly assign them to experimental or control groups.
Learning Objective: Differentiate between the perspectives of psychology.
Match the modern perspective in psychology with its appropriate description.
2. Explores unconscious dynamics -internal motives, conflicts, and past experiences. Associated with Freud.
a. Sociocultural
b. Humanistic
c. Cognitive
d. Biological
e. Psychodynamic
f. Behavioral
3. Stresses free will and sees human nature optimistically striving to be better. Associated with Carl Rogers and Abraham Maslow.
a. Sociocultural
b. Humanistic
c. Cognitive
d. Biological
e. Psychodynamic
f. Behavioral
4.Rejects unconscious and introspection. Focuses on learning.
a. Sociocultural
b. Humanistic
c. Cognitive
d. Biological
e. Psychodynamic
f. Behavioral
5. Emphasizes thoughts, perception, and information processing. Studies things like attention and memory.
a. Sociocultural
b. Humanistic
c. Cognitive
d. Biological
e. Psychodynamic
f. Behavioral
6. Looks at genetics, the brain, neurons/neurotransmitters, and other parts of the nervous system.
a. Sociocultural
b. Humanistic
c. Cognitive
d. Biological
e. Psychodynamic
f. Behavioral
7. Looks at how factors like ethnicity, religion, occupation, and class impact our thinking and behavior.
a. Sociocultural
b. Humanistic
c. Cognitive
d. Biological
e. Psychodynamic
f. Behavioral
Learning Objective: Summarize the form and function of the human nervous system, emphasizing the structure and function of the human brain.
Match each neurotransmitter with its corresponding known or suspected effect.
8. Possible role in Alzheimer’s disease
a. Dopamine
b. Norepinephrine
c. Acetylcholine
d. GABA
e. Serotonin
f. Endorphins
g. Glutamate
9. Addiction, too little associated with Parkinson’s, and too much associated with shizophrenia
a. Dopamine
b. Norepinephrine
c. Acetylcholine
d. GABA
e. Serotonin
f. Endorphins
g. Glutamate
10. Elevate mood and reduce pain
a. Dopamine
b. Norepinephrine
c. Acetylcholine
d. GABA
e. Serotonin
f. Endorphins
g. Glutamate
11. Low levels associated with depression,also related to impulsivity
a. Dopamine
b. Norepinephrine
c. Acetylcholine
d. GABA
e. Serotonin
f. Endorphins
g. Glutamate
12. Improves learning and memory; low levels linked to anxiety, depression, migraines, and seizures
a. Dopamine
b. Norepinephrine
c. Acetylcholine
d. GABA
e. Serotonin
f. Endorphins
g. Glutamate
13 . Low levels associated with depression; high levels linked with agitated, manic states
a. Dopamine
b. Norepinephrine
c. Acetylcholine
d. GABA
e. Serotonin
f. Endorphins
g. Glutamate
Learning Objective: Summarize the form and function of the human nervous system, emphasizing the structure and function of the human brain.
Match each brain structure with its corresponding function.
14. Influences aggression and fear
a. Thalamus
b. Medulla
c. Hippocampus
d. Cerebellum
e. Amygdala
f. Hypothalamus
15. Regulates hormones and drives, like hunger, thirst, sex, aggression
a. Thalamus
b. Medulla
c. Hippocampus
d. Cerebellum
e. Amygdala
f. Hypothalamus
16. Brain’s sensory switchboard; integrates sensory information (except smell)
a. Thalamus
b. Medulla
c. Hippocampus
d. Cerebellum
e. Amygdala
f. Hypothalamus
17. Forming and retrieving memory
a. Thalamus
b. Medulla
c. Hippocampus
d. Cerebellum
e. Amygdala
f. Hypothalamus
18.Major life functions, like breathing and heart rate
a. Thalamus
b. Medulla
c. Hippocampus
d. Cerebellum
e. Amygdala
f. Hypothalamus
19. Balance and fine motor skill coordination
a. Thalamus
b. Medulla
c. Hippocampus
d. Cerebellum
e. Amygdala
f. Hypothalamus
20. Learning Objective: Summarize biopsychosocial processes which may influence a person’s development and functioning.
As covered in the learning materials, there are many different types of stress: hassles, frustration, conflicts (approach-approach, approach-avoidance, or avoidance-avoidance), cataclysmic events, acute, and chronic stress.
Explain each concept and provide an example for the following:
a) one of your hassles OR frustrations,
b) a recent conflict OR cataclysmic event, and
c) an acute OR chronic stressor.
