studied cognitive dissonance

studied self-fulfilling prophecies (Pygmalion in the Classroom)

studied out-group bias and superordinate goals

studied the bystander effect

studied conformity with a line study

studied obedience with shock studies

Studied power of the situation and role influence with the Stanford Prison experiment

studied the 3 types of love (intimacy, commitment, and passion) and the Triarchic theory of intelligence (analytical, practical, and creative)

studied rational emotive therapy (a version of cognitive behavioral therapy) which made clients challenge their own irrational beliefs with more rational, helpful statements

studied sensation and perception and discovered feature detectors

believed we have one general intelligence

studied linguistic determinism, believed that language determines the way we think

Railroad worker who had massive damage to his frontal lobe, caused changed in his personality

Studied biopsychology, damage to his temporal lobe resulted in an inability to understand speech

two factor theory of emotion, people look to the environment for the most likely explanation of their arousal (cognitive label)

did intelligence testing, adapted Binet's intelligence test, first to apply the term IQ to intelligence, studies of gifted children indicated that they have above-average emotional/social stability

studied intelligence testing, associated with mental age

created the most widely used intelligence test the ___ Adult Intelligence Test (WAIS) and the ___ Intelligence Scale for Children (WISC)

studied perception, difference threshold, and ___ law (the principle that to be perceived as different, two stimuli must differ by a constant percentage rather than a constant amount)

associated with biopsychology, found that damage to an area in the left frontal lobe would result in a person struggling to speak

associated with memory, created a list of nonsense syllables and tried to remember them 20-30 days later, illustrated the forgetting curve

studied language and cognition, believed that language is innate, critical period hypothesis

studied theories of emotion, believed that physiological arousal and emotional experienced occur simultaneously

believed in multiple intelligences (at least 8), linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, intrapersonal, interpersonal, naturalist

studied theory of emotion, believed that we first experience a physiological response and then an experienced emotion

behavioral therapist, developed counterconditioning (pairing an anxiety provoking stimulus with a pleasurable, relaxed state)

studied stress, developed the General Adaptation Syndrome (alarm, resistance, and exhaustion)

demonstrated the problems with eyewitness testimonies, developed the misinformation effect

cognitive psychologist, developed cognitive-behavioral therapy (recognizing negative thought patterns)

evolutionary psychologist, studied how natural selection of traits promoted genes and behavior

a behavioral therapist, developed exposure therapies and systematic desensitization (constructing an anxiety hierarchy and then gradually desensitize to each imagined situation, and then real situations)

created psychoanalytic theory, believed that personality is set in childhood, the wish-fulfillment theory of dreaming, psychoanalytic therapy, thought that neurological disorders may have psychological causes, etc.

Neo-Freudian, believed that child social tensions are the key to development (not sexual tensions), associated with superiority and the inferiority complex

Neo-Freudian, believed that childhood anxiety over sense of helplessness triggers a desire for love, disagreed that women have weak superegos, studied womb envy

Neo-Freudian, believed that the unconscious was powerful but included more than just repressed thoughts and feelings, studied the collective unconscious and archetypes

Humanist, developed the hierarchy of needs (physical, safety, belonging, self-esteem, and self-actualization)

Humanist, believed that people are basically good, unconditional positive regard

trait theorist, studied behaviors and conscious motives, discovered over 200 traits

trait theorist, used factor analysis to identify two dimensions of personality (extraversion and emotional stability), studied the genetic link to personality

trait theorist, used factor analysis to determine 16 personalty traits

Trait theorist, used factor analysis to identify 5 traits, most commonly accepted model of personality

Trait theorist, criticized trait apporach for failure to consider situational influences, believed that behavior is predictable but that personality does not predict behavior in all situations

Social-cognitive psychologist, studied interactions of traits and situations, associated with reciprocal determinism, self-efficacy, and observational learning

social-cognitive psychologist, studied the internal and external locus of control

Biological psychology, believed that certain body types are associate with certain personality traits, not widely accepted

Created the Thematic Apperception Test, studied the viewing of ambiguous pictures and making up stories about them, used to assess achievement motivation

created the ___ inkblot test, not very reliable

founder of psychology, established the first psychology lab

believed in structuralism (discovering elements of the mind) and introspection (people reporting elements of their experience)

believed in functionalism (purpose of thought and feeling and practical applications in life), wrote the first psychology textbook, father of American psychology

believed that the mind at birth is a blank slate (tabula rasa), formed empiricism (the view that knowledge originates in experience and that science should rely on observation and experimentation) influence behaviorist (Watson and Skinner)

designed the strange situation test to study attachment

studied the influence of parenting styles, determined that authoritative parenting is associated with highest self esteem, self reliance, and social competence

created the stages of psychosocial development

challenged Kohlberg's stages of moral development, believed that men tend to judge for a just outcome, women judge for a nonviolent outcome

Studied attachment in monkeys to determine if it is due to nourishment or contact comfort

identified stages of moral reasoning (preconventional, conventional, postconventional)

determined that some species have an optimal period during which attachment must take place for normal development, associated with the terms critical period and imprinting

studied cognitive development (sensorimotor, preoperational, concrete operational, and formal operational), associated with assimilation and accommodation

determined that cognitive development is enhanced through social interactions, associated with scaffolding

studied instrumental learning (Skinner called this operant conditioning), determined the Law of Effect (behaviors that result in a positive outcome will be repeated)

behaviorist, studied classical conditioning, trained dogs to saivate at the ring of a bell

behaviorist, believed psychology should be focused on observable behavior, believed in nurture over nature, conditioned Little Albert, used classical conditioning

behaviorist, did not deny the impact of internal mental events but said that they could not be measured scientifically, said that people are controlled by the environment not free will, operant conditioning

cognitive psychologist, studied signal relations and the contingency model of classical conditioning (we become conditioned because the CS allows us to predict the UCS)

studied latent learning (knowledge only becomes clear when a person has an incentive to display it), studied rats and cognitive traps

studied insight learning (a sudden realization of how to solve a problem)

studied observational learning, developed the social learning theory, bobo doll experiment

associated with classical conditioning, studied taste aversions

associated with operant conditioning, learned helplessness, positive psychology (goal is to understand the positive, adaptive, creative, and fulfilling aspects of human existence)

associated with emotion and stress, developed the cognitive-mediational theory (the most important aspect of an emotional experience is how a person interprets the stimulus), primary and secondary appraisals (has the stressor already occurred, and what resources can be used to cope?)