LEARNING OBJECTIVES

and KEY TERMS for the

FINAL EXAMINATION

Updated Sept 27, 2004

For the comprehensive Final Exam, students are responsible for the Learning Objectives and Key Terms listed in this section. Learning Objectives and Key Terms not included in this list will not be tested on the Final Exam.

CHAPTER 1: INTRODUCTION AND RESEARCH METHODS

INTRODUCTION: THE ORIGINS OF PSYCHOLOGY

1.1 Define psychology, and state how the definition has changed over time.

psychology.

DESCRIPTIVE METHODS

1.13 Describe naturalistic observation, provide an example that illustrates this technique, and state its advantages and limitations.

1.14 Explain how case studies are used, and specify the benefits and limits of case study research.

1.15a Explain the use of surveys and interviews, and list the advantages and disadvantages of each.

1.15b Define representative sample, and explain its importance in a survey.

1.16 Describe correctional research, including what a correlation coefficient is, the difference between positive and negative correlations, and the limitations of this type of research.

naturalistic observation; case study; survey; sample; representative sample; correlational study; correlation coefficient.

THE EXPERIMENTAL METHOD

1.17 Describe the experimental method, noting the basic terms and concepts, and state its advantages and disadvantages.

1.18b Explain the placebo effect and how researchers control for it.

experimental method; independent variable; dependent variable; random assignment; experimental group; control group; placebo control group; double-blind study.

ETHICS IN PSYCHOLOGICAL RESEARCH

1.20 Describe the major provisions of the APA’s code of ethics for research with human and animal subjects.

CHAPTER 2: THE BIOLOGICAL FOUNDATIONS OF BEHAVIOR

THE NEURON: THE BASIC UNIT OF COMMUNICATION

2.2a Define neuron.

2.3 Identify the basic components of the neuron, and explain the processes that take place within the neuron when it is activated.

2.4b Define action potential, synapse, and neurotransmitter.

2.4c Explain how neurotransmitters affect behavior, and identify the major neurotransmitters.

neuron; cell body; dendrites; axon; action potential; resting potential; synapse; neurotransmitters; acetylcholine; dopamine; serotonin; norepinephrine; endorphins.

THE NERVOUS SYSTEM AND THE ENDOCRINE SYSTEM: COMMUNICATION THROUGHOUT THE BODY

2.6 Identify the divisions and subdivisions of the peripheral nervous system. Describe their functions, focusing on the different but complementary functions of the divisions of the autonomic nervous system.

2.7 Describe the function of the endocrine system, and explain the role hormones play.

2.8 Discuss the functions of the major endocrine glands, and explain the relationship between the hypothalamus and the endocrine glands.

peripheral nervous system; autonomic nervous system; sympathetic nervous system; parasympathetic; nervous system; endocrine system; hormones; pituitary gland; adrenal glands.

STUDYING THE BRAIN: THE TOUGHEST CASE TO CRACK

2.10a Identify the five main imaging techniques used to study the brain, and discuss their different uses.

electroencephalograph; computerized axial tomography (CAT scan or CT scan); magnetic resonance imaging (MRI); positron emission tomography (PET scan); functional magnetic resonance imaging (fMRI); polygraph (Chapter 8, p. 349).

A GUIDED TOUR OF THE BRAIN

2.12 Identify the structures of the brain stem, and describe their functions.

2.13 Describe the forebrain's cerebral cortex, and explain the functions of the frontal lobes.

2.15 Name the four subcortical structures of the forebrain, and explain the function of each.

2.16a Describe the limbic system, and list the responses and behaviors affected by it.

2.16b List the processes regulated by the hypothalamus.

brain stem; medulla; cerebellum; reticular formation; cerebral cortex; cerebral hemispheres; corpus callosum; frontal lobe; limbic system; hypothalamus; hippocampus; amygdala.

SPECIALIZATION IN THE CEREBRAL HEMISPHERES

2.21 Define structural plasticity.

structural plasticity.

CHAPTER 5: LEARNING

INTRODUCTION: WHAT IS LEARNING?

5.1 Define learning and conditioning, and name the two forms of conditioning.

learning.

CLASSICAL CONDITIONING: ASSOCIATING STIMULI

5.3 Describe the general procedures used in classical conditioning as demonstrated by Pavlov's experiments.

5.4 Explain the processes of generalization and discrimination, extinction, and spontaneous recovery as they occur in classical conditioning.

5.5 Discuss the principles of behaviorism, and describe how emotional reactions and physiological responses can be conditioned.

classical conditioning; unconditioned stimulus (UCS); unconditioned response (UCR); conditioned stimulus (CS); conditioned response (CR); stimulus generalization; stimulus discrimination; extinction (in classical conditioning); spontaneous recovery.

CONTEMPORARY VIEWS OF CLASSICAL CONDITIONING

5.6 Explain the roles played by cognitive processes and biological predispositions in classical conditioning.

taste aversion.

OPERANT CONDITIONING: ASSOCIATING BEHAVIORS AND CONSEQUENCES

5.7 Describe the procedures used in operant conditioning as demonstrated by Skinner's experiments, and identify the types of reinforcers.

5.8a Compare and contrast positive and negative reinforcement, as well as punishment by application and punishment by removal.

5.8b List three disadvantages of punishment.

5.8c Describe four alternatives to punishment.

5.9 Describe the shaping procedure used in operant conditioning.

5.10b Describe how extinction occurs in operant conditioning.

5.10c Explain how operant conditioning is applied in behavior modification.

operant conditioning; reinforcement; positive reinforcement; negative reinforcement; punishment; shaping; successively closer approximations; extinction (in operant conditioning); behavior modification.

OBSERVATIONAL LEARNING: IMITATING THE ACTIONS OF OTHERS

5.13 Explain the role of modeling in children's learning, and describe how modeling applies to adult behaviors.

observational learning.

CHAPTER 6: MEMORY

MEMORY PROCESSES: AN OVERVIEW

6.1 Define memory, and explain the processes of encoding, storage, and retrieval.

encoding; storage; retrieval.

THE STAGE MODEL OF MEMORY

6.4 Describe the function, duration, and capacity of short-term, or working, memory, and list various ways for overcoming its limitations.

6.5 Describe the function of long-term memory, and specify the factors that increase the efficiency of long-term encoding.

6.6 Distinguish among the basic types of information in long-term memory, including the subsystems to which they belong, and explain how these types of information are organized.

short-term memory (working memory); long-term memory; elaborative rehearsal; procedural information

episodic information; semantic information.

RETRIEVAL: GETTING INFORMATION FROM LONG-TERM MEMORY

6.8 Describe how retrieval is tested, and explain the serial position effect.

recall; recognition; serial position effect; primacy effect; recency effect.

RECONSTRUCTING MEMORIES: SOURCES OF POTENTIAL ERRORS

6.10 Explain how retrieval involves the active reconstruction of memories.

6.11 Discuss how factors such as schemas and source confusion contribute to memory distortions (false memories).

reconstruction; schema.

FORGETTING: YOU FORGOT THE PLANE TICKETS?!

6.15 Discuss possible reasons for encoding failure, as proposed by interference theory, the concept of motivated forgetting, and decay theory.

encoding failure; interference theory; motivated forgetting; suppression; repression; decay theory.

THE SEARCH FOR THE BIOLOGICAL BASIS OF MEMORY

6.19 Describe the roles of different brain structures in normal memory.

hippocampus.

APPLICATION: HOW TO MAKE THOSE MEMORIES LAST

6.20 Describe ten techniques to enhance your memory.

CHAPTER 9: LIFE SPAN DEVELOPMENT

INTRODUCTION: YOUR LIFE STORY

9.1 Define developmental psychology, and specify its scope and key themes.

developmental psychology.

PRENATAL DEVELOPMENT

9.5 Describe how the single zygote develops into a full-term fetus, noting the three stages of prenatal development.

9.6 Explain what teratogens are, and discuss the general principles that seem to govern their impact on the fetus.

prenatal stage; germinal period; embryonic period; teratogens; fetal period.

DEVELOPMENT DURING INFANCY AND CHILDHOOD

9.10 Explain the basic premise of attachment theory, and describe how attachment is measured.

9.13a Describe Jean Piaget's stage theory of cognitive development, specifying the four stages, and discuss the criticisms of Piaget's theory.

9.13b Define gender, gender role, gender identity, and gender-role stereotypes. (Chapter 10, pp. 411-412)

9.13c Specify the important role gender plays in our culture, noting how boys and girls are treated differently. (Chapter 10, pp. 418-419)

9.13d List the gender differences that develop during childhood, and describe how social learning and gender schema theories deal with the development of gender roles. (Chapter 10, pp. 419-422)

attachment; sensorimotor stage; object permanence; preoperational stage; irreversibility; centration; conservation; concrete operational stage; formal operational stage; gender; gender roles; gender identity; gender-role stereotype.

ADOLESCENCE

9.14 List the characteristics that signal the onset of adolescence.

9.16a Describe Erikson's psychosocial theory of life-span development. (Include stages 1-4, Table 9.4, p.392)

9.16b Describe Erikson’s stages of psychosocial development in adulthood (stages 5-8).

9.17 Describe Kohlberg's theory of moral development, noting the stages and levels, and explain how moral reasoning is influenced by gender and culture.

adolescence; psychosocial stages; trust versus mistrust; autonomy versus shame and doubt; initiative versus guilt; industry versus inferiority; identity versus identity diffusion; intimacy versus isolation; generativity versus stagnation; ego integrity versus despair; preconventional level; conventional level; postconventional level.

LATE ADULTHOOD AND AGING

9.21b Define Alzheimer’s disease, and list its symptoms. (Chapter 6, p. 273)

Alzheimer’s disease.

APPLICATION: RAISING PSYCHOLOGICALLY HEALTHY CHILDREN

9.24 Distinguish the three parenting styles identified by Baumrind, and describe the style she found most effective.

authoritarian parenting style; permissive parenting style; authoritative parenting style.

CHAPTER 11: PERSONALITY

INTRODUCTION: WHAT IS PERSONALITY?

11.1 Define personality, and discuss the four basic theoretical perspectives in personality

personality.

THE PSYCHOANALYTIC PERSPECTIVE ON PERSONALITY

11.3 Describe Freud's view of the various levels of consciousness, and identify the functions of the three basic structures of personality.

11.4 List the main defense mechanisms, and specify the role played by each.

11.5 Describe the psychosexual stages of development, focusing on the core conflict at each stage, and explain the consequence of fixation.

psychoanalysis; unconscious; preconscious; conscious; id; libido; pleasure principle; ego; superego; ego defense mechanism; repression; displacement; sublimation; rationalization; projection

reaction formation; denial; regression; psychosexual stages; oral stage; anal stage; phallic stage; latency stage; genital stage; fixation; Oedipus complex.

THE SOCIAL-COGNITIVE AND HUMANISTIC PERSPECTIVE ON PERSONALITY

11.9a Explain Bandura's concepts of reciprocal determinism and self-efficacy as they related to personality.

11.9b Describe the focus of the humanistic perspective, and identify the two best-known humanistic theorists.

11.9c Identify the levels in Maslow’s hierarchy of needs, and describe the self-actualized person. (Chapter 8, pp. 338-339)

11.10 Explain the roles of the self-concept, the actualizing tendency, and unconditional positive regard in Rogers' personality theory.

humanistic psychology; hierarchy of needs (Chapter 8, p. 338); self-actualization (Chapter 8, p. 339); conditional positive regard; unconditional positive regard.

THE TRAIT PERSPECTIVE ON PERSONALITY

11.14 Describe the focus of trait theories of personality, and distinguish between surface traits and source traits.

11.15 Identify and describe the three most influential trait theories.

trait; trait theory; five-factor model of personality.

PERSONALITY TRAITS AND GENETICS: JUST A CHIP OFF THE OLD BLOCK?

11.17 Describe the focus of behavioral genetics, and explain what a heritability estimate is and how it is determined.

11.18 Discuss the respective roles of heredity and environment on personality.

behavioral genetics; heritability estimate.

ASSESSING PERSONALITY: PSYCHOLOGICAL TESTS

11.20 Identify the basic goals of psychological tests, and describe how projective tests and self-report inventories are used to measure personality.

projective test; Rorschach Inkblot Test; Thematic Apperception Test (TAT); self-report inventory; Minnesota Multiphasic Personality Inventory (MMPI); California Personality Inventory (CPI).

CHAPTER 13: STRESS, HEALTH, AND COPING

INTRODUCTION: WHAT IS STRESS?

13.3 Explain how life events, daily hassles, conflict, and social and cultural factors contribute to stress, and identify the problems associated with the life events approach.

stress; Social Readjustment Rating Scale; daily hassles; approach-approach conflict; avoidance-avoidance conflict; approach-avoidance conflict.

PHYSICAL EFFECTS OF STRESS: THE MIND-BODY CONNECTION

13.5 Describe Cannon's and Selye's contributions to the early understanding of stress, noting the endocrine pathways that are involved in the fight-or-flight response and the general adaptation syndrome.

13.6 Explain how stress can undermine health by impairing the immune system, and describe how the work of Ader and Cohen challenged the existing view of the immune system.

13.7 Define psychoneuroimmunology, and explain how the immune system interacts with the nervous system.

13.8a Identify the kinds of stressors that affect immune system functioning.

13.8b List the main characteristics of posttraumatic stress disorder (PTSD), and state what causes it. (Chapter 14, pp. 582-583)

general adaptation syndrome; alarm stage; resistance stage; exhaustion stage; posttraumatic stress disorder (PTSD) (Chapter 14, p. 583); psychoneuroimmunology.

INDIVIDUAL FACTORS THAT INFLUENCE OUR RESPONSE TO STRESS

13.9 Discuss how psychological factors such as feelings of control, explanatory style, and chronic negative emotions can affect our response to stress.

13.11 Explain how social support benefits health, as well as how it can increase stress.

optimistic explanatory style; pessimistic explanatory style; social support.

COPING: HOW PEOPLE DEAL WITH STRESS

13.13 Discuss what is meant by "coping with stress," and describe the typical uses of the two basic forms of coping.

coping; problem-focused coping; emotion-focused coping.

SEXUALLY TRANSMITTED DISEASES (STDs) (Chapter 10, pp. 419-421)

13.17 Identify the major bacterial and viral infections known as sexually transmitted diseases. (Chapter 10, p. 443, Table 10.4)

13.18 Specify how sexually transmitted diseases are transmitted and explain why STDs, especially HIV, poses a serious health problems. (Chapter 10, pp. 442-444)

sexually transmitted diseases (STDs); gonorrhea; syphilis; chlamydia; genital herpes; human immunodeficiency virus (HIV); acquired immune deficiency syndrome (AIDS).

CHAPTER 14: PSYCHOLOGICAL DISORDERS

INTRODUCTION: UNDERSTANDING PSYCHOLOGICAL DISORDERS

14.2 Describe DSM-IV, including its contents and the history of its development, and identify the prevalence of psychological disorders.

DSM-IV.

ANXIETY DISORDERS: INTENSE APPREHENSION AND WORRY

14.3 Describe the main symptom of the anxiety disorders, and differentiate between pathological anxiety and normal anxiety.

14.4 Identify the symptoms that characterize generalized anxiety disorder and panic disorder.

14.5 Explain what a phobia is, describe the most common types of phobias, and discuss the four explanations offered for the development of a phobia.

14.7 Identify the main symptoms of obsessive-compulsive disorder, and discuss current thinking about its causes.

anxiety; anxiety disorders; panic attack; panic disorder; phobia; obsessive-compulsive disorder; obsessions; compulsions.

MOOD DISORDERS: EMOTIONS GONE AWRY

14.8 Explain what is meant by mood disorders, and identify the symptoms of major depression, noting how it differs from dysthymic disorder.

14.10 Describe the characteristic mood swings of bipolar disorder, compare it to cyclothymic disorder, and discuss the prevalence and course of bipolar disorders.

14.11b Identify characteristics of persons at greatest risk of suicide. (pp. 613-614)

mood disorders; major depressions; bipolar disorder; manic episode.

PERSONALITY DISORDERS: MALADAPTIVE TRAITS

14.12 Describe the broad characteristics of personality disorders, and differentiate among the paranoid, antisocial, and borderline personality disorders.

personality disorder; antisocial personality disorder.

THE DISSOCIATIVE DISORDERS: FRAGMENTATION OF THE SELF

14.14 Describe the symptoms and possible causes of dissociative identity disorder (DID), and explain why some psychologists are skeptical about DID.

dissociative identity disorder (DID).

SCHIZOPHRENIA: A DIFFERENT REALITY

14.15 Describe the core symptoms of schizophrenia, differentiating between positive and negative symptoms.

14.16 List the main subtypes of schizophrenia, and describe the course and prevalence of this disorder.

schizophrenia; delusion; hallucination; paranoid schizophrenia; catatonic schizophrenia; disorganized schizophrenia.