Psych 001 Midterm Study Guide

METACOGNITIVE LEARNING STRATEGIES Be able to explain the difference between studying to make the grade vs. studying to learn/teach. How are these two processes different?

"student mode" - Studying to recognize and/or recall information on an exam. "teacher mode" - You would have to know concepts in depth to be able to explain the concepts with examples to people who are new to these ideas. Talking about these concepts in a way that is accessible to a wide audience. Producing ideas from memory in new ways.

METACOGNITIVE LEARNING STRATEGIES Be able to identify and provide examples of learning at each level of Bloom's taxonomy.

From the bottom to the top: Remember: Recall facts and basic concepts - Define/Duplicate/List/Memorize/Repeat/State Understand: Explain ideas or concept - Classify/Describe/Discuss/Explain/Identify /Locate/Recognize/Report/Select/Translate Apply: Use information in new situations -Execute/Implement/Solve/Use/Demonstrate/ Interpret/Operate/Schedule/Sketch Analyze: Draw connections among ideas - Differentiate/Organize/Relate/Compare/Contrast /Distinguish/Examine/Experiment/Question/Test Evaluate: Justify a stand or decision - Appraise/Argue/Defend/Judge/Select/Support /Value/Critique/Weigh Create: Produce new or original work -Design/Assemble/Construct/Conjecture/Develop /Formulate/Author/Investigate

WHAT IS PSYCH SCIENCE? & CRITICAL THINKING Know whether each myth and fact that we discussed at the beginning of the course are/are not supported by empirical research.

MYTHS: Pseudoscience --> not supported by emprical research - We percieve the world exactly as it is. (opptical illusions/imperfect personal lense) - You are either a left-brained or right-brained individual. (not in the way that pop psychology talks about --> our brains work in tandom all the time otherwise we wouldnt be able to function) - Students learn best when the method of teaching is matched to a student's personal leanring style. (probably feels the most comfortable but there is no scientifc evidence that mathcing ones perfered style is best for them. In fact, the challange of learning in all different ways helps challanges you to form connections in ways that you arent accustom to) Brainstorming new ideas in groups works better than asking people to generate ideas on their own. (people will qualitatively generate better ideas individually and more ideas individually if you put the individuals ideas together. Working together you are more likely to get fixated on each other ideas. However, there is some evidence that points to bouncing ideas off each other will eventally yeild to higher quality ideas than you would get individually. SO it depends.) FACT: Psychological science - You can only keep about 3-4 things in mind at a time. (in memory psychological we can keep about 7 + or - 2, rescent research states you can keep 3-4 things in mind at time, however, things depend on the definition: how are you measuring things, how are you grouping info together- if you group info into larger peices you can keep more in mind)

RESEARCH METHODS IN PSYCH SCIENCE Understand and be able to provide examples of operationalization. Know the key features of operationalization:

Operationalization: i. Reliability ii. Validity

RESEARCH METHODS IN PSYCH SCIENCE Be able to explain why psychology researchers need to rely on the scientific method when conducting their studies.

Psychology researchers need to rely on the scientific method when conducting their studies in order to compensate for potentially biased intuitions and narrow ranges of experiences. The scientific method helps in the systematic collection and average of evidence across many people. The larger the data pool the better chance of getting an accurate sample representative of the population.

RESEARCH METHODS IN PSYCH SCIENCE Be able to distinguish between a research question, a hypothesis, and a theory.

Research question: A question generated after observing a specific behavior or phenomenon. Hypothesis: A testable prediction that addresses the behavior or phenomena observed in the research question. Theory: An explanation of a phenomenon, based on and supported by evidence, tested against experiments and observations, and with predictive properties.

RESEARCH METHODS IN PSYCH SCIENCE Be able to describe the steps of the scientific method, and describe a real-world example of a psychological research question that can be answered using this method. Be sure you are able to identify each of the steps of the method in your example.

The scientific method follows the theory-data cycle: Theory: Observe behavior or other phenomena and formulate a research question. "Do visual-auditory aids impact psych 001 students' memory?" Hypothesis: Generate a testable prediction (aka. hypothesis) that addresses the research question. "Visual-auditory aids DO impact psych 001 students memory" Design: A test or research method is chosen to collect data "IV: Visual-auditory aids DV: Memory (words memorized correctly within a 20-minute period)/ Two levels (No visual-auditory aids) (With visual-auditory aids)" Collect data: The collection and analysis of data usually in a numeral form collected from people at certain times or in certain situations. "Careful collection (specifically defined measures), Analysis, and interpretation of data" Compare: Draw conclusions and use them to create or refine theory/theories. "Does the research lead me to reject or support my null hypothesis? What factors (external/internal) could impact the data? (effect the validity or reliability)"

METACOGNITIVE LEARNING STRATEGIES Be able to explain to a friend what The Study Cycle is, and why it works to help you learn, based on psychological principles.

Think about the underlying structure of what you're learning, and how it integrates with what you already know! (Think about your thinking & learning metacognition!) THE STUDY CYCLE - Expansive learning--> Preview: Before class (skim the chapter/note heading-bolds/review summaries and chapter obj/notate questions to ask in class) Attend: GO TO CLASS! Answer and ask questions (take meaningful notes) Review: After class/within 24 hours (read notes/fill in gaps/notate questions) Study: Repetition is the key. Ask "why", "how", and "what if" - Intense study sessions/Pomodoro 3-5 per day (set a goal/study with focus(20-25)/reward yourself(break)/Review-over the weekend as well) - helps with overcoming procrastination Assess: assess your learning - periodically perform reality checks

METACOGNITIVE LEARNING STRATEGIES Understand and be able to explain the purpose of the "counting vowels" demonstration we did in class. What does this activity tell us about how we learn information?

We process information better when we 1. understand what tasks are being asked of us (having the right goal/s in mind to guide your thinking - studying in the ways that you will be tested) 2. understand or find the pattern in which information is organized (coming up with memory devices to help retain information better - find an effective strategy to link new ideas to our preexisting schema) 3. Seeing information twice is better than seeing it once (repetition is helpful but it's not the most efficient way to study when utilized alone)

RESEARCH METHODS IN PSYCH SCIENCE Be able to explain the different sources through which we come to know things about our world and our behavior, and be able to explain the problems with each of these sources.

i. Authority: Parents/Government/Professors/Media/etc. - People/sources that socially we are inclined to trust without question. - ISSUE: Just because someone has authority doesn't mean they are experts, however, they are influential. ii. Intuition: A personal feeling about what makes sense. - ISSUE: Even when we are extremely confident in our ideas, they can still be wrong. Our intuition is biased and we might only remember or acknowledge instances that correlate with our personal feelings. (CAR CRASHED BECAUSE OF THE RAIN OR OTHER DRIVER) iii. Experience: Personal experiences ISSUE: Our personal experiences do not show us all possible events, so we shouldn't base our conclusions simply on what we have seen or lived. Also, personal experiences do not account for external (unpredictable) external factors. (DRIVING WHILE ON THE PHONE)

BIOLOGICAL BASES OF THE MIND Be able to discuss the fact that the brain has two hemispheres.

i. Corpus callosum ii. Contralateral organization iii. Hemisphere specialization

BIOLOGICAL BASES OF THE MIND Be able to name and describe the function of each lobe of the brain. Be able to describe how a person would act if each component of the brain were damaged.

i. Insular ii. Occipital iii. Parietal iv. Temporal v. Frontal

RESEARCH METHODS IN PSYCH SCIENCE Be able to describe the important features of an experiment

i. Manipulation ii. Control (random assignment) iii. Independent variables iv. Dependent variables

RESEARCH METHODS IN PSYCH SCIENCE Understand correlational relationships and be able to provide examples of correlational studies that were not discussed in lecture or the textbook:

i. Strength of relationships & their corresponding numerical values ii. Positive vs. negative relationships iii. Issues with correlational studies (third variable problem)

HISTORY OF PSYCH SCIENCE Be able to explain the fundamental view of each of the following schools of thought:

i. Structuralism ii. Functionalism iii. Gestaltism iv. Psychodynamic Theory v. Behaviorism vi. Humanism vii. Sociocultural Theory viii. Cognitivism ix. Cognitive Neuroscience

BIOLOGICAL BASES OF THE MIND Be able to name and describe the function of each part of the brain discussed in lecture. Be able to describe how a person would act if each component of the brain were damaged.

i. Survival Structures ii. Subcortical structures iii. Cerebral cortex

METACOGNITIVE LEARNING STRATEGIES Know and be able to describe some of the effective study strategies we discussed in class. Be able to explain why they work.

•Always ask why, how, and what-if questions •Give "mini-lectures" on concepts •Always solve problems without looking at an example or the solution •Distribute your learning practice into shorter sessions over a more extended period, rather than cramming (e.g., spend time on each course a little bit every day!) •Test yourself frequently •Manage your time with a calendar to organize your responsibilities and allocate time for studying •Break larger tasks into smaller tasks and reward yourself for completing assignments •Focus on your studying tasks by avoiding distractions and attempts to multitask (e.g., social media on your phone—PUT IT AWAY) •Find a study partner or join a group