1. Unit 1 History & Approaches 2%-4%

2. Unit 1 Rapid Review… Nature-Nurture Controversy Plat0/Descartes (knowledge innate –brain= DUALISM) vs. Artistotle, Locke, Watson, Skinner (MONISM) Schools of Psych Structuralism – identify consciousness through introspection (Wundt, Hall, Titchner, Washburn) Functionalism – how do we use or perceptual abilities to adapt to environment (William James, Mary Calkins) Approaches Behavioral – learning as result of experience (Pavlov, Watson, Skinner) Psychoanalytic (Freud, Jung, Adler, Horney) Humanistic –(Rodgers, Maslow) Biological Cognitive – (Piaget) Evolutionary - (Darwin) Sociocultural eclectic Structure of mind / immediate conscious experience of sensation How mind fulfills its purpose Levels of analysis

3. Clinical Psychologist Evaluate and treat mental, emotional, and behavioral disorders. Counseling Psychologist Help people adapt to change Psychometric Psychologist Focus on methods of acquiring and analyzing data I/O Psych principles applied to workplace Rapid Review…

4. Unit 2 Research Methods 8%-10%

5. Key Terms… Hindsight Bias  I-knew-it-all-along phenomenon  Happens AFTER the fact

6. Key Terms… Theory organized set of concepts that explain a phenomenon  generates testable hypotheses

7. Key Terms… Hypothesis  grow out of theories  testable prediction of how two or more variables interact

8. Key Terms… Operational Definition  explains how a variable is measured  helps when replicating the experiment KNOW THIS

9. Key Terms… random sample  every member of population has an equal chance of inclusion  representative KNOW THIS

10. Research Methods Naturalistic Observation Hawthorne Effect: participant knows they’re being watched Cannot control variables Survey Asking questions to see if relationship but DOES NOT manipulate variables. (NO IV/DV) Cannot control confounding variables NO CAUSATION Demand Characteristics Framing Social Desirability Bias Case Study Full detailed picture of 1 or small group Cannot generalize. Correlational Study shows a relationship between 2 variables A PREDICTS B CORRELATION DOES NOT EQUAL CAUSATION Experiment KNOW THESE KNOW THIS!!! longitudinal vs. cross- sectional

11. Correlation Positive or Negative Positive: as one variable increases the other increases / as one variable decreases the other decreases studying & good grades Negative: as one variable increases the other decreases / as one variable decreases the other increases (inverse) cutting class & good grades

12. Correlation Correlation Coefficient Statistic showing STRENGTH of relationship (correlation) Shown in a range of -1 to +1 +1 perfect positive -1 perfect negative +1 & -1 denote equally strong correlations + /- shows DIRECTION the # shows strength…closer to -1 or +1 = stronger relationship 0 = no relationship Graphed using scatterplot line of best fit (regression line) CORRELATION DOES NOT EQUAL CAUSATION +.83 -.92

14. Experiment Can show a causal relationship Researcher can manipulate the Independent Variable "What is the effect of_________, on_________?“ 'If____ then _____'statement. Can control confounding variables by randomly assigning to experimental or control condition. Bias experimenter double-blind participant bias single blind minimizes demand characteristic response bias (social desirability) IVDV IVDV Between-subject design KNOW THIS!!! Random assignment ONLY in experiment within subject / counterbalancing

15. Statistics (Descriptive) summarizes data frequency distribution y axis = frequency CENTRAL TENDENCY mean (average) median (central score) mode (appears most often) bimodal Symmetrical = normal curve extreme score that is very high = positive skew extreme score that is very low = negative skew most common distorted by extreme scores

17. Statistics (Descriptive) Measures of Variability range & standard deviation the higher the SD the more spread out from the mean Z scores let you compare SD of different tests by measuring the distance away from the mean percentiles distance of a score from zero

18. +1S D SD 68%

20. KNOW THIS!!! Inferential Statistics can the findings be applied to a larger population sampling error (how much sample differs from population) p value: the smaller the p value the more significant the results p value of.05 (5%) is the cutoff for statistically significant results 5% chance exists that the results occurred by chance results were not due to chance alone probably due to the IV

24. FRQ PRACTICE 50 minutes to write 2 FRQs Write in pen. Write in complete sentences. Try to define terms when can Take a 1-2 minutes to jot notes down on FRQ booklet. How many short answers are they expecting from you??? A.P. stands for ANSWER PROMPT!!!

26. 1 point 2 points 8 Short Answers (3.125)

27. Accept conclusion to study if it supports their previously held beliefs Readily comes to mind because easily recalled Failure to understand that correlation doesn’t =causation Must indicate a CAUSAL relationship…do something to sugar to cause hyperactivity. Specific indicator Equal chance…

28. Point 7 Point 8

29. FRQ Practice … The mean is more appropriate when data are not skewed OR are normally distributed. The median is more appropriate when data are skewed OR there are extreme scores. Descriptive statistics are more appropriate for summarizing, organizing, characterizing data/sample. Inferential statistics are more appropriate for comparing differences OR finding statistical significance

30. FRQ Practice … Longitudinal study is more appropriate for following the same people/cohort over time. Cross-sectional study is more appropriate to look at differences among different age groups at the same time Single-blind technique is more appropriate when the experimenter is using a variable that makes blinding impossible (e.g., race, sex). Double-blind technique is more appropriate to eliminate experimenter bias OR both experimenter and participant bias.

31. FRQ Practice … Random assignment is more appropriate if a researcher is more concerned with creating equal/equivalent samples OR ensuring subjects have equal likelihood of being put in either group. Random selection is more appropriate when a researcher wants a representative/generalizable sample Survey is more appropriate when a researcher has many participants/people OR wants information from many people OR wants to maintain anonymity. Case study is more appropriate when a researcher has only one participant OR wants in-depth information.