Topics: Scientific method, Psychology, Research Pages: 4 (552 words) Published: February 1, 2015
Learning Objectives
Define Psychology.
Describe the difference between opinions, values and facts, and explain how the scientific method is used to provide evidence for facts.

1. Define psychology.
Psychology is the scientific study of the mind (mental processes) and behavior.  
2. Describe the major schools of thought and theoretical perspectives in psychology.  
behaviorism psychology based on the premise that it is not possible to objectively study the mind, therefore that psychologist should limit their attention to the study of behavior itself. psychoanalytic theory focuses on the role of our unconscious thoughts feelings and memories and our early childhood experiences in determining behavior. humanism an approach that embraces the concepts of self- esteem, self-actualization, and free will. .

cognitive perspective the study of mental processes, including perception , thinking, memory, and judgment.

evolutionary psychology a branch of psychology that applies the Darwinian theory of natural selection to human and animal behavior. biological perspective focuses on the interaction between biology and emotions, thoughts, and behaviors. The role of the brain, nervous system, hormones, chemicals, nutrition and exercise, are included in this view.  

3. Describe the ways in which increased interest in cultural variables has changed the field of psychology.

4. Define the scientific approach, and explain how it is used in psychology. scientific approach- the set of assumptions, rules and procedures scientist use to conduct research. hypothesis- a specific falsifiable prediction about the relationship between or among two or more variables.  

5. Describe experiments, state their advantages and disadvantages, and distinguish between independent and dependent variables. experiment- The act of conducting a controlled test or investigation independent variable -the causing variable that is created or manipulated by the...
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