Review for Psy 100 Exam 1.docx

**Review for PSY 100 Exam 1** Completing the textbook readings (chapters 1,2,3,4) and knowing these principles will help prepare you for Exam 1. Know the positions of Socrates, Plato, and Aristotle, and Descartes. Be able to identify the contributions of all other figures important to the histor...

**Review for PSY 100 Exam 1** Completing the textbook readings (chapters 1,2,3,4) and knowing these principles will help prepare you for Exam 1. Know the positions of Socrates, Plato, and Aristotle, and Descartes. Be able to identify the contributions of all other figures important to the history of psychology that were presented in lecture. Be able to explain the difference between monism and dualism. Be able to identify and give a rough description of what is studied by each type of contemporary psychologist discussed during lecture. Be able to explain the steps in the process of the scientific method, using a novel example to illustrate those steps. Be able to explain the difference between anecdotal and empirical evidence, providing a novel example of each. Know the different psychological methods of investigation discussed in lecture, as well as any advantages or drawbacks to each. Be able to explain the correlation coefficient, including: the difference between a positive and negative correlation; and what the numerical value of the correlation coefficient means about the relationship between two variables. Be able to provide novel examples of both a positive and negative correlation. Be able to thoroughly explain, and provide novel examples of the two reasons that correlation does not imply causation. Be able to identify, as well as give a novel example of an illusory correlation. Be able to explain why an experiment allows us to say that one variable *causes* changes in another variable. Be able to define, and provide novel examples of an independent variable and a dependent variable. From a description of a study, be able to identify what constitutes the independent variable, and what constitutes the dependent variable. Be able to very clearly explain, and provide examples of random *selection* and random *assignment*. Be able to explain the *purpose* of random selection and of random assignment. Be able to identify and explain the [difference] between random selection and random assignment. \*\*\*Note, the best thing you can do to better understand the scientific method, experimentation, independent and dependent variables, random selection, and random assignment, is to generate a fake experiment like the caffeine-decaf experiment from class, and in your fake experiment, identify and explain to someone else what constitutes the important concepts mentioned above. Know how the mean, median, and mode are calculated. Be able to identify the different versions of neuroimaging techniques (from textbook). Know how a neuron differs from other cells in the body. Be able to explain and identify from a description the parts of a neuron (tip: practice drawing and labeling a neuron, complete with an explanation of what each part does). Know that an action potential is the process of a neuron "firing," or transmitting an electrical message from the dendrites to the terminal buttons. Know that neurotransmitters are the chemical messengers that allow one neuron to send a message to another neuron. Know what a synapse is, and what occurs at the synapse. Know that the speed of neurotransmitter transmission *across* the synapse is much slower than the speed of electrical transmission *within* a single neuron. Be able to identify the hierarchal structure of the nervous system, as laid out in the simple diagram in class (i.e., "Nervous system" at the top, with "CNS" and "PNS" on the next level, etc.) Tip: practice diagraming the structure of the nervous system from memory. Know all of the structures of the brain discussed in lecture, as well as the functions of each of the structures. Know what contralateral functioning means. Know what a phantom limb is, as well as what may cause the perception of phantom limbs. Know how the visual system routes visual information. Know what can happen when someone damages their right hemisphere temporal lobe. Know what can happen when someone damages their right hemisphere parietal lobe. Know the functions that occur predominantly in one hemisphere or the other in most people. Be able to explain what it means when someone is a "split brain" patient, and how their perception of the world would be different from the perceptions of others (mentioned in lecture and the text, and video of split brain patient on Canvas). Be able to explain the difference between sensation and perception. Be able to explain and give an example of transduction. Be able to explain and give an example of an absolute threshold. Know the functions of the parts of the eye discussed in lecture. Know what causes the blind spot in each eye (from textbook). Be able to clearly explain and identify the differences between rods and cones. Know what the fovea is. Be able to identify and roughly explain each of the two theories of color vision discussed in class. Be able to explain why color does not exist outside of our brains (hint: different wavelengths of light exist outside of our brains, but the "color" that arises from those wavelengths is a perception created by our brains, not an objective property of the light. In the same way that wifi signals are not colored, the light reflected from a tomato is not colored, it is nothing more than a specific wavelength of electromagnetic energy, and we *perceive* red when we see that wavelength so that we are able to tell one wavelength from other visible wavelengths in our environment). Know what causes the most common form of colorblindness. Be able to identify and explain the functions of the parts of the auditory system discussed in class. Be able to identify and explain the functions of the parts of the cutaneous system discussed in class. Be able to identify and explain the functions of the parts of the chemical systems discussed in class. Be able to identify and explain the functions of the parts of the vestibular system discussed in class. Know, and be able to provide a novel example of what causes motion sickness. Know the factors discussed in class that influence the perceptual process. Be able to explain the depth and size cues used by the visual system to make sense of the visual world. Be able to roughly explain, and recognize examples of lightness and color constancy.