Ali FortierB AP Psychology

1: STRUCTURALISM

Structuralism involves looking at separate, structural elements of the human mind. In this image, I took a flower and ripped it apart into separate pieces to represent the different and separate elements of thought.

1: CASE STUDY

A case study is one, in-depth observance of someone or something. The Lincoln Monument is an entire monument dedicated to Lincoln, just like a case study is an entire study of one particular case.

1: DOUBLE-BLIND PROCEDURE

A double-blind procedure means that neither the researcher nor the participants are aware which group received the actual treatment versus the placebo. This photo shows two people – eyes covered to represent their lack of knowledge – holding the mystery treatment.

1: BASIC RESEARCH

Basic research is performed with the purpose of increasing the scientific knowledge base. This vase is narrow out the base but extends outward as it grows taller. That concept is similar to basic research.

2A: DENDRITE

Dendrites pick up, or listen for, chemical messages. Thus, dendrites are similar to ears in the sense that they both listen for stimuli and catch that stimuli.

2A: AXON

I chose to use a mouth in the process of speaking to represent the axon. Axons “speak” the chemical message by transmitting it.

2A: AUTONOMIC NERVOUS SYSTEM

The Autonomic Nervous System does its job without the person being consciously aware of it. This is similar to putting the car on cruise control because the car is in control without the driver putting in the work.

2A: ENDOCRINE SYSTEM

The postal system represents the endocrine system in this photo.The postal system is a slower form of communication in comparison to social networking (which would be the Nervous System in this case). The endocrine system is slow in comparison to the Nervous System. Nonetheless, the endocrine system is a form of communication for the body.

2B: RETICULAR FORMATION

The reticular formation serves as a filtering system for incoming stimuli. This bobble has a filter in it to filter the “good stuff” in the water and to send that on to the mouth of the drinker.

2B: HYPOTHALAMUS

The hypothalamus maintains body chemistry. Part of this involves homeostasis. A thermostat is similar because it maintains the temperature and keeps everything in check.

2B: TEMPORAL LOBE

One function of the temporal lobe is to maintain balance. This photo shows me balancing. My temporal lobes make this balance possible.

2B: CORPUS CALLOSUM

The corpus callosum connects the two hemispheres and transports messages between the hemispheres. These people represent the two hemispheres and their connected hands represent the corpus callosum.

3: CHANGE BLINDNESS

A change in the environment shown in this picture would be the addition of a mechanical pencil amongst a pile of regular pencils. Since the mechanical pencil looks similar, change blindness may cause us to not even notice the difference.

3: NARCOLEPSY

A major component of narcolepsy is lapsing right into REM sleep at random times. This picture shows me on the ground as if I have just had a narcoleptic episode.

3: SLEEP APNEA

In this photo, I am acting out what a night might be like for a person with sleep apnea. This night might be full of trouble breathing and multiple occasions of waking up. In the photo, I have been jolted awake by my breathing troubles.

3: AMPHETAMINES

Amphetamines stimulate and quicken neural activity and bodily functions. This photo shows me stimulated by coffee, and so my body feels energized and sped up.

5: EGOCENTRISM

Egocentrism refers to a child literally being self-centered. Children believe all others share the same experiences as them. In this picture, I am standing in front of the TV to get the best view for me, without regard to the fact that other people behind me can’t see. I don’t understand that they don’t see what I see.

5: THEORY OF MIND

When children gain a theory of mind, they understand that they can have their own thoughts that aren’t shared with others. With this, children gain an ability to lie. In this picture, I look sneaky as if I have a secret that I am hiding. I understand that nobody else knows this secret.

5: CONSERVATION

When a child gains conservation, he is able to recognize that a change in shape or appearance does not mean a change in number. If the child can realize that this picture – though the lines are different lengths – has the same number of quarters in each line, then that child has gained conservation.

5: CROSS-SECTIONAL STUDY

A cross-sectional study is one that includes comparisons and studies of people in different age groups. This picture shows me with my dad as if we are taking part in a cross-sectional study and wondering how we are being compared.

6A: ABSOLUTE THRESHOLD

In order for me to detect the stimulus of music, I need to turn up the volume because my absolute threshold is higher than what the current volume is providing.

6A: DIFFERENCE THRESHOLD

Adding one orange to this large pile of oranges will not affect how heavy the pile feels because the difference threshold is not enough.

6A: BOTTOM-UP PROCESSING

One way to engage in bottom-up processing is to be given a photo without any knowledge of what the photo is of. This picture shows me looking at an unfamiliar photo and using bottom-up processing to figure out what is going on.

6A: TRANSDUCTION

Transduction is the transfer of energy. To depict this, I took a photo of the process of turning water into water vapor. This is a change of states, which is what I relate to the process of transduction.

6B: RODS

Rods control peripheral and black and white vision. Thus, this picture is in black and white and shows me noticing a marker with my peripheral vision.

6B: CONES

Cones control color vision and stimuli directly in front of us. Thus, this picture is in vibrant color and shows me using my cones to notice the marker in front of me.

6B: OPPONENT-PROCESS THEORY

Yellow plus blue creates green, as shown in this Venn Diagram. The opponent-process theory discusses how we have a select few color receptors that join together, like in this diagram, to create new colors.

6B: HUMAN FACTORS PSYCHOLOGY

Human Factors Psychology works to improve contact between humans and technology. The radio controller on the steering wheel is an example of this.

7A: MIRROR NEURONS

When a person sees someone smiling, the first person is likely to smile too due to mirror neurons. This picture shows how two people, when they see the other smiling, tend to smile as well.

7A: SHAPING

In order to get my dog to fetch the toy, I use a process of shaping to steadily get him to move toward the toy. As he moves in that direction, he is awarded with treats. This will motivate him to continue on the path toward his toy.

7A: POSITIVE REINFORCEMENT

Sometimes, when a child finishes her meal and clears her plate, that child is rewarded with dessert. This is positive reinforcement.

7A: NEGATIVE REINFORCEMENT

Negative reinforcement refers to taking away an aversive stimulus. An example of this is shutting off an alarm by hitting snooze.

7B: FIXED-RATIO SCHEDULE

A fixed-ratio schedule requires a certain number of responses. This photo shows a person that has created ten bracelets and therefore is getting paid. She won’t be paid until she makes those ten bracelets.

7B: VARIABLE-RATIO SCHEDULE

In a variable-ratio schedule, an unpredictable number of responses must occur. Door-to-door salesmen experience this. The salesmen never know how many doors it will take before a sale is made.

7B: FIXED-INTERVAL SCHEDULE

A fixed-interval schedule requires a certain amount of time to go by. Students know that every school day at 2:15, school will get out no matter what happens during the day.

7B: VARIABLE-INTERVAL SCHEDULE

A Variable-Interval schedule involves an unpredictable gap in time between responses. Snow days are examples of this because students never know when we may get a snow day! They don’t occur on a regular schedule.

8: RECALL

Recall requires people to conjure up previously learned information rather than just recognize the correct answer. A fill in the blank test, as shown here, is a perfect example of recall.

8: RECOGNITION

Recognition only requires people to notice previously learned information and be able to pick it out. A multiple choice test, as shown in this photo, is a great example of recognition.

8: EXPLICIT MEMORY

Explicit memory refers to memory of hard facts that can easily be explained and stated. These History flashcards demonstrate the kind of knowledge that would be stored as explicit memories.

8: CHUNKING

Chunking is a method of grouping items into categories that make sense. This photo lists a telephone number, which is a common use of chunking.

10A: SAVANT SYNDROME

Savant Syndrome refers to a lesser skill in typical tests of knowledge and intelligence. However, there is a noticeably exceptional ability in some other form. This photo shows an “F” on a test, but a great artistic ability. Someone with Savant Syndrome may produce work like this.

10A: STANFORD-BINET

The Stanford-Binet was an American revision of the Binet-Simon Scales. The fact that it was an American revision is the key to this photo.

10A: WAIS

This photo of a globe emphasizes the fact that the WAIS is the most widely used test across the globe.

10A: STERNBERG

Sternberg believed that “book smart” intelligence was not the only important factor to gaining success. He believed in creativity and multiple intelligences. Here, I am shown with a great test score to indicate my “book smarts,” but I have no creative talents or abilities. This is indicated by my confusion over how to use a spatula.

10B: STANDARDIZATION

We are using standardization by comparing scores in order to give those scores meaning.

10B: CONTENT VALIDITY

This photo shows a make-shift final exam that includes information from all learned chapters. This exam has content validity because it includes all information rather than focusing on only one chapter, which would not be fair for a final exam.

10B: PREDICTIVE VALIDITY

This photo shows a student getting a spectacular grade on an Art exam. The exam had predictive validity because the student was later able to produce a great work of art. The test grade predicted an artistic talent and followed through.

10B: TEST-RETEST RELIABILITY

This photo shows potential SAT scores in two circumstances. It is noticeable that the achieved scores are very similar. Thus, the SAT has test-retest reliability because, after taking the test again, the range of scores remained consistent.

11: DRIVE-REDUCTION THEORY

This photo shows me coughing. In order to stop the coughing, I took some cough medicine. The Drive-Reduction theory explains this kind of behavior by saying that, when we feel a need, we do what we can to satisfy that need.

11: SET POINT

A set point is the weight at which a person’s body is comfortable and, in a way, meant to be at. This photo represents a “weight thermostat.” In other words, the thermostat maintains the weight around the set point.

11: FLOW

This picture shows me in a state of flow. I am “in the zone” and working feverishly.

11: INCENTIVE

The incentive in this picture is the abundance of food. Being in the presence of all of this food motivates me to eat some of it.

12A: JAMES-LANGE TOE

This picture shows, in stage one, a face of shock (the arousal), and in stage two, a screaming face of fear (the emotion). The arrow indicates that the arousal happens first, and then the emotion occurs.

12A: SCHACHTER’S 2-FACTOR TOE

One major part of the Schachter Two-Factor Theory is the act of cognitively labeling the arousal. This photo literally shows me labeling an object as a “pen.”

12A: FACIAL FEEDBACK

This photo shows me frowning, and therefore, my internal level of sadness going up. Facial feedback describes this event perfectly.

12A: CANNON-BARD TOE

The Cannon-Bard theory of emotion states that the arousal and the emotion occur simultaneously. The plus sign indicates that both stages are occurring at the same time. The wide-eyed picture on the left represents the arousal and the screaming picture on the right represents the emotion.

12B: TYPE A

A Type A personality is one that is aggressive, hard-working, and competitive, for example. This photo shows me being stressed out over a lot of homework because my course load is challenging. Thus, I am demonstrating a Type A personality.

12B: TYPE B

A Type B personality is attributed to people who are more relaxed and calm. In this photo, I am pretending to be a person with a Type B personality by showing the fact that I have a lot of homework, but I’m not worried about it, so I’m watching TV.

12B: GENERAL ADAPTATION SYNDROME

The three stages of this idea for responding to stress include alarm, resistance, and exhaustion. I am acting out these three states in this photo.

12B: ADAPTATION LEVEL PHENOMENON

Adaptation-level phenomenon includes a person getting used to a particular state to the point where she is no longer stimulated in the same way as she used to be when that state was unfamiliar to her.

Here, I am being offered a sum of money, but I am used to getting that kind of pay, so it doesn’t mean as much to me.

13: FREE ASSOCIATION

In this picture, I am trying to convey the fact that something comes to mind, so I immediately vocalize that thought. Thus, thoughts are coming into my mind and going out my mouth. This is what free association is all about.

13: REACTION FORMATION

Reaction formation refers to feeling one emotion originally, but switching it around to the opposite unconsciously. This photo shows me being mad but switching to being happy due to reaction formaion.

13: EXTERNAL LOCUS OF CONTROL

In this photo, I am pretending to be a robot because that means that I would be completely without control of my own actions. A person with an external locus of control would feel this way.

13: INTERNAL LOCUS OF CONTROL

In this picture, I am pretending to be a warrior full of power. A person with an internal locus of control would feel this way too.