Psych unit 1

• Aim


  A statement outlining the purpose of an investigation
• Independent Variable (IV)


  The variable manipulated by the researcher to observe its effect on the dependent variable.
• Dependent Variable (DV)


  The variable measured in response to changes in the independent variable.
• Research Hypothesis


  A testable prediction about the income of an investigation
• Population


  Group of people who are the focus of the investigation
• Sample


  A subset of the population selected for the study, intended to represent the population.
• Random Sampling


  A method where every member of the population has an equal chance of being selected, ensuring a representative sample.
• Stratified Sampling


  Dividing the population into subgroups based on a characteristic, then taking random samples from each stratum.
• Convenience Sampling


  A non-random technique where participants are selected based on availability and willingness to take part.
• Control Group


  The group in an experiment that does not receive the treatment and is used as a baseline for comparison.
• Experimental Group


  The group that receives the treatment being tested in the experiment.
• Random Allocation


  Assigning participants to different groups using random methods to minimize selection bias.
• Extraneous Variables


  Variables other than the independent variable that could influence the dependent variable if not controlled.
• Controlled Variables


  Extraneous variables kept constant to prevent them from affecting the outcome.
• Confounding Variables


  Variables that vary systematically with the independent variable, making it hard to determine the actual cause of changes in the dependent variable.
• Within Subjects Design


  Using the same participants in all conditions of the experiment for comparisons within the same group.
• Between Subjects Design


  Assigning different participants to different conditions for comparisons between different groups.
• Mixed Design


  Combining within-subjects and between-subjects designs for testing factors within and between subjects.
• Ethical Guidelines


  Standards guiding research conduct to ensure participant safety, dignity, and rights.
• Hereditary (Nature) Factors


  Genetic and biological influences on development and behavior inherited from parents.
• Environmental (Nurture) Factors


  External influences on development and behavior, including upbringing, culture, and experiences.
• Biopsychosocial Model


  Influences on development including biological, psychological, and social factors.
• Emotional Development


  Changes in how individuals experience, express, understand, and regulate emotions.
• Cognitive Development


  Changes in thinking, problem-solving, and decision-making abilities over time.
• Social Development


  Changes in how individuals interact with others and develop relationships.
• Secure Attachment


  Confident in relationships, trusts others, and feels comfortable with intimacy.
• Insecure Attachment


  Includes anxious and avoidant attachment styles.
• Ainsworth's Research


  Mary Ainsworth's study identifying attachment styles by observing children's reactions to separation and reunion with caregivers.
• Piaget's Theory of Cognitive Development (SCPF)

  Stages of cognitive development from sensorimotor to formal operational.
• Erikson's Theory of Psychosocial Crises


  Proposes eight stages of development, each with a specific conflict to resolve.
• Cultural Perspective


  Behaviors considered normal or abnormal based on cultural context.
• Social Norms


  Behaviors conforming to expected standards of a society.
• Personal Distress


  Behaviors causing significant personal suffering or discomfort.
• Statistical Rarities


  Behaviors that are rare or uncommon within a population.
• Adaptive Behaviors


  Actions that enable an individual to adjust effectively and healthily to their environment.
• Maladaptive Behaviors


  Actions that hinder an individual's ability to adjust to and cope with their environment.
• Neurodiversity


  The concept that neurological differences, such as autism, ADHD, and dyslexia, are natural variations of the human brain and should be respected as such.
• Neurotypicality


  Refers to individuals whose neurological development and functioning are typical or conform to societal standards of 'normal' cognitive functioning.
• Structural Neuroimaging


  Techniques that provide images of the brain's anatomy.
• Functional Neuroimaging


  Techniques that measure brain activity and function.