Review Sheet Exam 1
This review will highlight some of the major concepts and some of the more confusing distinctions.
That being said, it would be helpful to review the bold-face terms and concepts from your book in
addition to the terms highlighted here.
Research Methods (Ch. 2):
Critical Thinking – assessing claims and making judgments on the basis of evidence
Refer to the 5 questions in the text. These are critical in myth busting.
Hypothesis – a testable prediction about a phenomenon
Theory – an integrated set of propositions that may account for certain phenomena
Know the difference between the two, and the involved terms.
Know what's involved in each type of research method (advantages/disadvantages):
Naturalistic Observation – watching behavior in natural environment without interference
Case Study – intensive examination of an individual, group, or situation
Survey – interviews and questionnaires used to gather a wide variety of information
Correlations – examines relationships to test predictions, theories, and suggest hypotheses
Experiments – controlled manipulations used to establish cause and effect relationships
Know about experimental issues such as bias and sampling
Review statistical terms
Correlation – strength of relatedness between two variables
Correlation Coefficient – r value from -1 to +1; indicates strength and direction of relationship
Intelligence (Ch. 10):
Know the Stanford-Binet IQ test, as well as WISC-IV. Know the difference between aptitude and
achievement tests.
Reliability – the degree to which a test can be repeated with the same results
Validity – the degree to which a test measures what it is actually supposed to
Know the various ways of studying intelligence: the psychometric approach, information-processing
approach, and the triarchic theory, as well as multiple intelligences.
The Psychometric Approach - Focuses on examining the measurable products of intelligence i.e. test scores
Asks whether or not intelligence is one general trait or divided into multiple traits
The Information-Processing Approach
Focuses on examining mental processes or operations
Asks what is important – is it memory, learning, attention? Are there differences
between people? Is it our processing abilities that creates differences in intelligence?
Research shows that differences in information processing can only explain a few
differences in performance on cognitive tasks.
The Triarchic Theory of Intelligence
Sternberg's theory that intelligence is divided into three areas
Analytic – intelligence type that can be measured by traditional tests – IQ, SAT, etc.
Creative – intelligence type used for thinking in new ways – composing music, art, etc.
Practical – intelligence type used for real-life problem solving, common sense
Neuroscience (Ch. 3):
Review neural anatomy, and the correct sequence of an action potential.
Excitation of a dendrite – depolarization across the cell body – firing of an action potential down the
axon – release of neurotransmitters into the synaptic cleft – excitation/inhibition of a dendrite
Review all the terms associated with the firing of an action potential, including EPSP and IPSP.
Know the differences between somatic and autonomic nervous systems; the CNS, and brain anatomy.
Understand basic neurotransmitters – review the chart on page 94
Sympathetic Nervous System – fight or flight response (sympathetic saves lives)
Parasympathetic Nervous System – body at rest (protect, nourish, synthesize or grow)
Development (Ch. 12):
Know the stages of development and the concept of a critical period.
Know Piaget's stages of development (p. 459), as well as the abilities of children in each stage.
Assimilation – applying existing schemas to objects that may fit those schemas
Accommodation – changing schemas when presented with situations where they do not fit
Also know the key terms that go along with each developmental period, check table on p. 468
Review attachment theory
Review Erikson's stages of psychosocial development (p.479 for table), as well as parenting styles
Review the sexual response cycle (p. 414-415) – Excitement, Plateau, Orgasm, Resolution
The sexual response cycle describes the pattern of arousal throughout sexuality activity.
Masters and Johnson discussed four phases:
Excitement – arousal through environmental or personal stimulation.
Plateau – intensified prolonged stimulation
Orgasm – peak of stimulation causes release of endorphins, subjectively very pleasurable in
both men and women.
Resolution – oxytocins cause a state of relaxation; men enter a refractory period where further
stimulation does nothing (presumably to replenish semen), but women are capable of remaining
in plateau and returning to orgasm repeatedly
Language (Ch. 8, Ch. 11)
Review the first few years, and the one-word stage.
Review acquisition and bilingualism.
Review emotional expression.