WGU C180 Intro to Psychology Exam |74
Questions with Answers
empirical study - -Results of verifiable evidence from a systematic collection and analysis
of data that has been objectively observed, measured, and undergone experimentation.
-Basic research - -research that answers fundamental questions about behavior.
-Applied research - -research that investigates issues that have implications for everyday
life and provides solutions to everyday problems.
-Basic research - -Expands knowledge on an area of research interest but does not seek to
promote change in behavior or mental state.
-Empirical Research - -Collects and analyzes data on areas of research interest using
scientific measures to gain knowledge for knowledge's sake or to promote changes in
behavior or mental states.
-Applied Research - -Applies research findings towards well-being, e.g. change in behavior
or mental state.
-Mentalism - -type of performing art in which the performer appears to read the mind of
another. Such powers may seem to be the result of psychic or paranormal practices, but in
reality is the result of a combination of suggestion, misdirection, and psychology.
-Hypnosis - -a therapeutic technique employed by some clinicians to facilitate increased
suggestibility and dissociated experiences.
-Consciousness - -our subjective awareness of ourselves and our environment.
-dualism - -the mind (or soul) and the body are separate entities
-monism - -consciousness and the mind are biologically based and exist within the brain
-cognitive neuroscience - -looks to correlate brain activity to behavior through the use of
functional brain imaging
-negative emotional reactions - -occur when we are not living up to our anticipated goals
or expectations or when we believe that other people perceive us negatively
-maladaptive behaviors - -use of alcohol or other psychoactive drugs, to escape from
consciousness
, -Developmental psychology - -the physiological, behavioral, cognitive, and social changes
that occur throughout human life, which are guided by both genetic predispositions
(nature) and environmental influences (nurture).
-Birth to 18 months - -Trust versus mistrust. The child develops a feeling of trust in his or
her caregivers.
-18 months to 3 years - -Autonomy versus shame/doubt. The child learns what he or she
can and cannot control and develops a sense of free will.
-3 to 6 years - -Initiative versus guilt. The child learns to be independent by exploring,
manipulating, and taking action.
-6 to 12 years - -Industry versus inferiority. The child learns to do things well or correctly
according to standards set by others, particularly in school.
-12 to 18 years - -Identity versus role confusion. The adolescent develops a well-defined
and positive sense of self in relationship to others.
-19 to 40 years - -Intimacy versus isolation. The person develops the ability to give and
receive love and to make long-term commitments.
-40 to 65 years - -Generativity versus stagnation. The person develops an interest in
guiding the development of the next generation, often by becoming a parent.
-65 to death - -Ego integrity versus despair. The person develops acceptance of his or her
life as it was lived.
-schemas - -patterns of knowledge in long-term memory—that help them remember,
organize, and respond to information.
-Classical conditioning - -learning that occurs when a neutral stimulus (e.g., a tone)
becomes associated with a stimulus (e.g., food) that naturally produces a specific behavior.
(Pavlov)
-Classical conditioning - -a type of associative learning that focuses on what happens
before the behavior occurs. It must begin with a stimulus that naturally evokes a behavior
in response. (Pavlov)
-unconditioned stimulus - -something (such as food) that triggers a natural occurring
response
-unconditioned response - -naturally occurring response (such as salivation) that follows
the unconditioned stimulus
Questions with Answers
empirical study - -Results of verifiable evidence from a systematic collection and analysis
of data that has been objectively observed, measured, and undergone experimentation.
-Basic research - -research that answers fundamental questions about behavior.
-Applied research - -research that investigates issues that have implications for everyday
life and provides solutions to everyday problems.
-Basic research - -Expands knowledge on an area of research interest but does not seek to
promote change in behavior or mental state.
-Empirical Research - -Collects and analyzes data on areas of research interest using
scientific measures to gain knowledge for knowledge's sake or to promote changes in
behavior or mental states.
-Applied Research - -Applies research findings towards well-being, e.g. change in behavior
or mental state.
-Mentalism - -type of performing art in which the performer appears to read the mind of
another. Such powers may seem to be the result of psychic or paranormal practices, but in
reality is the result of a combination of suggestion, misdirection, and psychology.
-Hypnosis - -a therapeutic technique employed by some clinicians to facilitate increased
suggestibility and dissociated experiences.
-Consciousness - -our subjective awareness of ourselves and our environment.
-dualism - -the mind (or soul) and the body are separate entities
-monism - -consciousness and the mind are biologically based and exist within the brain
-cognitive neuroscience - -looks to correlate brain activity to behavior through the use of
functional brain imaging
-negative emotional reactions - -occur when we are not living up to our anticipated goals
or expectations or when we believe that other people perceive us negatively
-maladaptive behaviors - -use of alcohol or other psychoactive drugs, to escape from
consciousness
, -Developmental psychology - -the physiological, behavioral, cognitive, and social changes
that occur throughout human life, which are guided by both genetic predispositions
(nature) and environmental influences (nurture).
-Birth to 18 months - -Trust versus mistrust. The child develops a feeling of trust in his or
her caregivers.
-18 months to 3 years - -Autonomy versus shame/doubt. The child learns what he or she
can and cannot control and develops a sense of free will.
-3 to 6 years - -Initiative versus guilt. The child learns to be independent by exploring,
manipulating, and taking action.
-6 to 12 years - -Industry versus inferiority. The child learns to do things well or correctly
according to standards set by others, particularly in school.
-12 to 18 years - -Identity versus role confusion. The adolescent develops a well-defined
and positive sense of self in relationship to others.
-19 to 40 years - -Intimacy versus isolation. The person develops the ability to give and
receive love and to make long-term commitments.
-40 to 65 years - -Generativity versus stagnation. The person develops an interest in
guiding the development of the next generation, often by becoming a parent.
-65 to death - -Ego integrity versus despair. The person develops acceptance of his or her
life as it was lived.
-schemas - -patterns of knowledge in long-term memory—that help them remember,
organize, and respond to information.
-Classical conditioning - -learning that occurs when a neutral stimulus (e.g., a tone)
becomes associated with a stimulus (e.g., food) that naturally produces a specific behavior.
(Pavlov)
-Classical conditioning - -a type of associative learning that focuses on what happens
before the behavior occurs. It must begin with a stimulus that naturally evokes a behavior
in response. (Pavlov)
-unconditioned stimulus - -something (such as food) that triggers a natural occurring
response
-unconditioned response - -naturally occurring response (such as salivation) that follows
the unconditioned stimulus
