{"id":3673,"date":"2021-03-04T16:33:11","date_gmt":"2021-03-04T21:33:11","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/?post_type=back-matter&p=3673"},"modified":"2021-03-04T16:34:15","modified_gmt":"2021-03-04T21:34:15","slug":"glossary","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/back-matter\/glossary\/","title":{"raw":"Glossary","rendered":"Glossary"},"content":{"raw":"","rendered":"
\n
30 mllion word gap<\/dfn><\/dt>\n
\n

by the age of three, disadvantaged children enter school with a vocabulary of 5,000 words in comparison to their more advantaged peers who average 20,000 <\/p>\n<\/dd>\n

ABCs of behavior<\/dfn><\/dt>\n
\n

antecedents, behaviors, and consequences<\/p>\n<\/dd>\n

absolute threshold<\/dfn><\/dt>\n
\n

the minimum intensity of a stimulus required for one to detect its presence; calculated as the average value of the points at which a stimulus appears and disappears<\/p>\n<\/dd>\n

abstinence violation effect<\/dfn><\/dt>\n
\n

when a minor relapse is followed by a full-blown binge<\/p>\n<\/dd>\n

accommodation and assimilation<\/dfn><\/dt>\n
\n

Piaget describes cognitive development as the continual modification (i.e., accommodation) of schemas based on the incorporation (i.e., assimilation) of new knowledge<\/p>\n<\/dd>\n

acquired taste aversion<\/dfn><\/dt>\n
\n

learned avoidance of a food resulting from its pairing with illness; evolutionary adaptation to protect animals from food poisoning<\/p>\n<\/dd>\n

acquisition - control learning<\/dfn><\/dt>\n
\n

an increase in the frequency of a behavior as the result of a consequence<\/p>\n<\/dd>\n

acquisition - predictive learning<\/dfn><\/dt>\n
\n

procedure whereby one stimulus (the CS) is presented in a predictive relationship with another stimulus (the US) resulting in a new response (CR) to the CS<\/p>\n<\/dd>\n

action potential<\/dfn><\/dt>\n
\n

neural activity occurring after a threshold is reached; cells \u201cfire\u201d according to an all-or-none principle<\/p>\n<\/dd>\n

adaptive learning<\/dfn><\/dt>\n
\n

process whereby individuals acquire the ability to predict and control the environment<\/p>\n<\/dd>\n

adolescence<\/dfn><\/dt>\n
\n

developmental period lasting from the onset of puberty until establishing independent living and assuming adult responsibilities<\/p>\n<\/dd>\n

adrenal glands<\/dfn><\/dt>\n
\n

involved in the body\u2019s \u201cfight-or-flight\u201d response through the release of epinephrine (adrenalin)in reaction to danger; located on top of the kidneys <\/p>\n<\/dd>\n

adulthood<\/dfn><\/dt>\n
\n

developmental period starting when when children transition to independent living, working, possibly finding a partner in life, and considering children<\/p>\n<\/dd>\n

all-or-none principle<\/dfn><\/dt>\n
\n

a nerve cell is activated totally or not at all<\/p>\n<\/dd>\n

amplitude<\/dfn><\/dt>\n
\n

the loudness of a sound, indicated by the height from top to bottom of a wave cycle<\/p>\n<\/dd>\n

anorexia nervosa<\/dfn><\/dt>\n
\n

characterized by low body weight relative to developmental norms, a distorted body image, and fear of weight gain or presence of overt behaviors designed to interfere with gaining weight <\/p>\n<\/dd>\n

anthropomorphizing<\/dfn><\/dt>\n
\n

attributing human characteristics to another animal<\/p>\n<\/dd>\n

anxiety<\/dfn><\/dt>\n
\n

the feeling that one experiences in anticipation of a possible aversive event<\/p>\n<\/dd>\n

applied behavior analysis (ABA)<\/dfn><\/dt>\n
\n

learning-based approach to assessing and treating behavioral problems<\/p>\n<\/dd>\n

Arabic numbering system<\/dfn><\/dt>\n
\n

permits written representation of any quantity, real or imagined; fundamental to mathematics and the scientific method<\/p>\n<\/dd>\n

asylum<\/dfn><\/dt>\n
\n

an institution for the maintenance and care of individuals requiring specialized assistance<\/p>\n<\/dd>\n

attachment styles<\/dfn><\/dt>\n
\n

\u00a0\u00a0 secure attachment style<\/strong> - children displaying low levels of anxiety and avoidance<\/p>\n

\u00a0\u00a0 insecure-ambivalent attachment style<\/strong> - children displaying inconsistent emotionality<\/p>\n

\u00a0\u00a0 insecure-avoidant attachment style<\/strong> - children who did not appear emotionally attached to the caregiver<\/p>\n<\/dd>\n

attention deficit hyperactivity disorder (ADHD)<\/dfn><\/dt>\n
\n

diagnosed when instances of attention-related problems (e.g., distractibility, daydreaming, etc.) occur in multiple settings<\/p>\n<\/dd>\n

attitude<\/dfn><\/dt>\n
\n

feelings, beliefs, and behavior directed towards people, groups, ideas, or objects<\/p>\n<\/dd>\n

autism spectrum disorders<\/dfn><\/dt>\n
\n

based on the nature and extent of behavioral symptomology and learning disability; Asperger\u2019s syndrome is on the \u201cmild\u201d part of the spectrum and those diagnosed as autistic are considered to be on the severe end of the spectrum<\/p>\n<\/dd>\n

autonomic nervous system<\/dfn><\/dt>\n
\n

governs the activity of the smooth muscles and glands internal to the body involved in circulation, respiration, and digestion; resulting behavior is often considered involuntary<\/p>\n<\/dd>\n

axon<\/dfn><\/dt>\n
\n

long branches of a neuron that connect to the dendrites of more distant neurons<\/p>\n<\/dd>\n

baseline<\/dfn><\/dt>\n
\n

the first phase of a small-N design in which performance is assessed prior to the manipulation of an independent variable<\/p>\n<\/dd>\n

behavioral excesses and behavioral deficits<\/dfn><\/dt>\n
\n

behaviors that occur more or less frequently than desired<\/p>\n<\/dd>\n

behavioral neuroscience<\/dfn><\/dt>\n
\n

the study of the implications of human and animal behavior with respect to neurological mechanisms<\/p>\n<\/dd>\n

behavioral trapping<\/dfn><\/dt>\n
\n

A phenomenon whereby naturally existing reinforcers are sufficient to maintain a behavior.\u00a0 For example, after receiving stars for reading a child continues reading just for the pleasure.<\/p>\n<\/dd>\n

behaviorism<\/dfn><\/dt>\n
\n

early school describing psychology as a natural science with the goal of predicting and controlling observable behavior<\/p>\n<\/dd>\n

Big Five<\/dfn><\/dt>\n
\n

trait dimensions found in different cultures include: introversion\/extraversion; low anxiety\/high anxiety; receptivity (i.e., open-mindedness\/tough- (i.e., closed-) mindedness); accommodation (i.e., dependence)\/ independence; and lack of restraint (i.e., impulsive)\/self-control<\/p>\n<\/dd>\n

binging<\/dfn><\/dt>\n
\n

consumption of large quantities of food in a short time<\/p>\n<\/dd>\n

binocular cues<\/dfn><\/dt>\n
\n

Information obtained from both of our eyes <\/p>\n<\/dd>\n

bipolar disorders<\/dfn><\/dt>\n
\n

characterized by extreme excitability and irritability (mania); bipolar 1 includes extended periods of extreme highs and lows whereas the high is not as extreme in bipolar 2; cyclothymia is characterized by less severe and more frequent mood swings.<\/p>\n<\/dd>\n

blocking<\/dfn><\/dt>\n
\n

when prior experience with one component of a compound stimulus results in subjects not learning to respond to another component<\/p>\n<\/dd>\n

Bootzin Technique<\/dfn><\/dt>\n
\n

learning-based approach to the treatment of insomnia based on principles of stimulus control<\/p>\n<\/dd>\n

bottom-up process<\/dfn><\/dt>\n
\n

sensory elements are combined to perceive meaningful units<\/p>\n<\/dd>\n

Brief Alcohol Screening and Intervention for College Students (BASICS)<\/dfn><\/dt>\n
\n

a program for problem-drinking college students consisting of interviews and on-line assessment designed to enable the prescription of specific behavioral recommendations and the development of skills to counter peer pressure, negative emotions, and other triggers for excessive and binge drinking<\/p>\n<\/dd>\n

bulimia<\/dfn><\/dt>\n
\n

characterized by consumption of large quantities of food in a short time (i.e., binging) followed by attempts to lose weight through extreme measures such as induced vomiting or consuming laxatives (i.e., purging); those diagnosed with binge eating disorder do not engage in purging<\/p>\n<\/dd>\n

bystander apathy<\/dfn><\/dt>\n
\n

research finding that the likelihood of helping someone was related to the number of others present at the time<\/p>\n<\/dd>\n

Cannon-Bard theory of emotion<\/dfn><\/dt>\n
\n

suggests that autonomic arousal and our emotional response occur at the same time in reaction to an emotion-eliciting external stimulus<\/p>\n<\/dd>\n

cells<\/dfn><\/dt>\n
\n

basic building blocks for plants and animals; the human body is comprised of trillions of cells<\/p>\n<\/dd>\n

central nervous system<\/dfn><\/dt>\n
\n

the brain and spinal cord<\/p>\n<\/dd>\n

central sulcus<\/dfn><\/dt>\n
\n

a deep fissure at the borders of the frontal and parietal lobes where large strips of neural tissue dedicated to sensation (the primary somatosensory cortex) and movement (the primary motor cortex) meet<\/p>\n<\/dd>\n

chromosomes<\/dfn><\/dt>\n
\n

tiny threads contained within a cell\u2019s nucleus<\/p>\n<\/dd>\n

circadian rhythm<\/dfn><\/dt>\n
\n

internal process that regulates the sleep\u2013wake cycle and causes the urge to sleep; repeats every 24 hours<\/p>\n<\/dd>\n

closure<\/dfn><\/dt>\n
\n

Gestalt principle of organization that incomplete objects will be perceived as being complete<\/p>\n<\/dd>\n

cognitive dissonance theory<\/dfn><\/dt>\n
\n

Festinger's proposal that conflict results when holding contradictory beliefs or when there is an apparent discrepancy between one\u2019s beliefs and behavior<\/p>\n<\/dd>\n

cognitive-behavioral treatments<\/dfn><\/dt>\n
\n

empirically validated talking therapy procedures based on psychological principles<\/p>\n<\/dd>\n

commitment<\/dfn><\/dt>\n
\n

prior response resulting in ability to demonstrate self-control<\/p>\n<\/dd>\n

compliance<\/dfn><\/dt>\n
\n

behaving in a manner that is consistent with another person's request<\/p>\n<\/dd>\n

compound stimulus<\/dfn><\/dt>\n
\n

two or more stimuli overlapping in time (e.g. a light and tone going on and off together)<\/p>\n<\/dd>\n

compulsions<\/dfn><\/dt>\n
\n

behaviors one feels the need to repeat despite their interfering with achievement of other tasks<\/p>\n<\/dd>\n

concept learning<\/dfn><\/dt>\n
\n

responding in the same way to all instances of a stimulus class<\/p>\n<\/dd>\n

conditioned reinforcers and punishers<\/dfn><\/dt>\n
\n

reinforcers and punishers that acquire their effectiveness through experience, either being paired with or exchangeable for other reinforcers or punishers<\/p>\n<\/dd>\n

conditioned response (CR)<\/dfn><\/dt>\n
\n

learned response to a previously neutral stimulus resulting from its being presented immediately prior to another stimulus (the US)<\/p>\n<\/dd>\n

conditioned stimulus (CS)<\/dfn><\/dt>\n
\n

novel stimulus that acquires the capacity to elicit a response (the CR) as the result of occurring prior to another stimulus (the US)<\/p>\n<\/dd>\n

conduct disorder<\/dfn><\/dt>\n
\n

repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated<\/p>\n<\/dd>\n

cones<\/dfn><\/dt>\n
\n

nerve cells that require more light than rods, but are sensitive to color<\/p>\n<\/dd>\n

conflict<\/dfn><\/dt>\n
\n

opposing demands; examples include:<\/p>\n

\u00a0\u00a0 approach-approach<\/strong> (choosing between two desirable\u00a0\u00a0 possibilities)<\/p>\n

\u00a0\u00a0 avoidance-avoidance<\/strong> (choosing between two undesirable possibilities)<\/p>\n

\u00a0\u00a0 approach-avoidance <\/strong>(having to make a cost-benefit analysis weighing positive and negative possibilities)<\/p>\n

\u00a0\u00a0 double approach-avoidance <\/strong>(having to choose between possibilities, each having positive and negative features)<\/p>\n<\/dd>\n

conformity<\/dfn><\/dt>\n
\n

behaving in a manner consistent with others' standards, rules, and regulations<\/p>\n<\/dd>\n

confounding variables<\/dfn><\/dt>\n
\n

non-controlled variables in an experiment which could impact upon the dependent variable (e.g., wind could affect the time it takes for objects to fall)<\/p>\n<\/dd>\n

conservation of number, mass, and liquid volume<\/dfn><\/dt>\n
\n

tasks developed by Piaget to demonstrate developmental differences in understanding that despite manipulation (e.g., spreading out a row of coins), some properties do not change (e.g., number) <\/p>\n<\/dd>\n

control learning<\/dfn><\/dt>\n
\n

acquiring the ability to change the environment (also referred to as instrumental or operant conditioning)<\/p>\n<\/dd>\n

convergence<\/dfn><\/dt>\n
\n

coordinated movement of two eyes, permitting focusing upon specific objects<\/p>\n<\/dd>\n

convolutions<\/dfn><\/dt>\n
\n

nerve fibers folded in such a manner as to increase the amount of surface area in the total space<\/p>\n<\/dd>\n

corpus callosum<\/dfn><\/dt>\n
\n

thick network of nerve fibers enabling the two sides of the brain to communicate<\/p>\n<\/dd>\n

correlation<\/dfn><\/dt>\n
\n

non-experimental method measuring the degree of relationship between two variables (e.g.,\u00a0 comparing how many ounces of coffee people drink with how many hours they sleep)<\/p>\n<\/dd>\n

counter-conditioning<\/dfn><\/dt>\n
\n

procedure designed to substitute a desirable for an undesirable behavior (for example substituting relaxation for anxiety)<\/p>\n<\/dd>\n

covert behaviors<\/dfn><\/dt>\n
\n

behaviors that cannot be observed by others (e.g., thoughts and feelings)<\/p>\n<\/dd>\n

cue-exposure<\/dfn><\/dt>\n
\n

systematic exposure to the specific environmental cues that trigger undesirable behavior <\/p>\n<\/dd>\n

culture<\/dfn><\/dt>\n
\n

consensually agreed-upon rules relating situations (i.e., antecedents), behaviors, and consequences<\/p>\n<\/dd>\n

deception<\/dfn><\/dt>\n
\n

procedure sometimes used to disguise the true topic of an experiment<\/p>\n<\/dd>\n

defense mechanisms<\/dfn><\/dt>\n
\n

postulated by Freud to prevent sources of unconscious conflict from reaching consciousness<\/p>\n<\/dd>\n

dendrites<\/dfn><\/dt>\n
\n

small branches of a neuron that can connect to nearby neurons<\/p>\n<\/dd>\n

dependent variable<\/dfn><\/dt>\n
\n

behavioral variable potentially affected by the independent variable in a psychology experiment<\/p>\n<\/dd>\n

depersonalization disorder<\/dfn><\/dt>\n
\n

often described as an \u201cout-of-body experience\u201d, you realize it is not true, but feel as though you are watching yourself<\/p>\n<\/dd>\n

depth perception<\/dfn><\/dt>\n
\n

the relative location of objects and distance (how far objects are from you) in three-dimensional space<\/p>\n<\/dd>\n

desensitization<\/dfn><\/dt>\n
\n

procedure designed to reduce anxiety by teaching an individual to relax while being exposed to a hierarchy (ordered list) of anxiety-eliciting events<\/p>\n<\/dd>\n

determinism<\/dfn><\/dt>\n
\n

the assumption that nature is lawful and may be understood through systematic study<\/p>\n<\/dd>\n

Diagnostic and Statistical Manual of Mental Disorders (DSM)<\/dfn><\/dt>\n
\n

comprehensive listing of mental illness disease labels and definitions (i.e., behavioral criteria)<\/p>\n<\/dd>\n

diathesis-stress model<\/dfn><\/dt>\n
\n

assumes that individuals vary in their susceptibility to the effects of stress<\/p>\n<\/dd>\n

difference threshold<\/dfn><\/dt>\n
\n

the minimum amount of change in intensity required for a person to notice a difference<\/p>\n<\/dd>\n

direct learning<\/dfn><\/dt>\n
<\/dd>\n
discriminative stimulus<\/dfn><\/dt>\n
\n

stimulus that signals a particular behavior will be reinforced (i.e., followed by an appetitive stimulus)<\/p>\n<\/dd>\n

disruptive, impulse-control, and conduct disorders<\/dfn><\/dt>\n
\n

disorders characterized by emotional problems and poor self-control <\/p>\n<\/dd>\n

dissociative amnesia<\/dfn><\/dt>\n
\n

usually a temporary disorder affecting episodic (i.e., autobiographical) memory; the most common of the dissociative disorders<\/p>\n<\/dd>\n

dissociative disorders<\/dfn><\/dt>\n
\n

characterized by a disconnect between an individual\u2019s immediate experience and memory of the past (e.g., \"out of body\" experience)<\/p>\n<\/dd>\n

dissociative identity disorder<\/dfn><\/dt>\n
\n

characterized by two or more distinct, integrated personalities appearing at different times; each personality can exist in isolation from the others, with little or no memory of the other\u2019s existence<\/p>\n<\/dd>\n

DNA<\/dfn><\/dt>\n
\n

acronym for deoxyribonucleic acid, which includes all the information required for cell replication<\/p>\n<\/dd>\n

dominant trait<\/dfn><\/dt>\n
\n

trait requiring a genetic contribution from only one parent<\/p>\n<\/dd>\n

Down syndrome<\/dfn><\/dt>\n
\n

neurodevelopmental disorder that occurs when a child inherits a fragment or entire third copy of the 21st chromosome<\/p>\n<\/dd>\n

drive-reduction model<\/dfn><\/dt>\n
\n

motivational model assuming that deprivation of appetitive stimuli or presence of aversive stimuli will arouse and direct behavior until the drive is satisfied<\/p>\n<\/dd>\n

elaborative rehearsal<\/dfn><\/dt>\n
\n

active rehearsal strategies related to the meaning of material<\/p>\n<\/dd>\n

electromagnetic wavelength<\/dfn><\/dt>\n
\n

extends from infinitesimally small gamma rays (measured in fractions of nanometers) to TV and radio waves which can extend for thousands of meters<\/p>\n<\/dd>\n

embryo<\/dfn><\/dt>\n
\n

layers of cells from which all organs and body parts will eventually develop<\/p>\n<\/dd>\n

emerging adulthood<\/dfn><\/dt>\n
\n

developmental phase when extended education continues after the end of adolescence (e.g., graduation from high school at about the age of 18) and adulthood (financial independence, living apart from one\u2019s parents, starting a family, etc.) <\/p>\n<\/dd>\n

emotion<\/dfn><\/dt>\n
\n

feeling associated with specific circumstances<\/p>\n<\/dd>\n

emotional memory<\/dfn><\/dt>\n
\n

feelings based on prior experience<\/p>\n<\/dd>\n

empirical<\/dfn><\/dt>\n
\n

observable and measurable<\/p>\n<\/dd>\n

endocrine system<\/dfn><\/dt>\n
\n

consists of ductless glands that secrete hormones (chemical messengers) into the blood stream to maintain homeostasis; enables communication between different parts of the body playing critical roles in metabolism, growth, sexual development, reproduction, and responding to stress<\/p>\n<\/dd>\n

epinephrine<\/dfn><\/dt>\n
\n

a drug causing autonomic arousal<\/p>\n<\/dd>\n

episodic memory<\/dfn><\/dt>\n
\n

chronological listing of life events<\/p>\n<\/dd>\n

epithelium<\/dfn><\/dt>\n
\n

surfaces of the nasal passage and tongue containing receptors sensitive to specific odors and tastes<\/p>\n<\/dd>\n

equilibrium<\/dfn><\/dt>\n
\n

sense of balance<\/p>\n<\/dd>\n

Erik Erikson\u2019s theory of Lifespan Development<\/dfn><\/dt>\n
\n

Erikson described eight developmental stages, each associated with a conflicts. Successful resolution of the conflict associated with a particular stage resulted in acquisition of the related \u201cvirtue\u201d (e.g., trust, autonomy, initiative, etc.) for the rest of one\u2019s life; unsuccessful resolution would result in developmental problems during subsequent stages.<\/p>\n<\/dd>\n

essential features of language<\/dfn><\/dt>\n
\n

essential features of language include:<\/p>\n

interchangeability (ability to transmit and receive messages)<\/p>\n

semanticity (specific signals have specific meanings)<\/p>\n

arbitrariness of connection between a meaningful unit (e.g., word) and its reference<\/p>\n

discreteness of basic units of sound (phonemes) and meaning (morphemes)<\/p>\n

productivity (units of meaning must be combined to create new sounds and sentences<\/p>\n

syntax (the sequence of meaningful units must matter)<\/p>\n

displacement (ability to communicate about things that are not present in the past and future)<\/p>\n<\/dd>\n

evaluative conditioning<\/dfn><\/dt>\n
\n

use of classical conditioning procedures to establish likes and dislikes by pairing neutral objects with appetitive and aversive stimuli<\/p>\n<\/dd>\n

evolution<\/dfn><\/dt>\n
\n

in biology, a change in the characteristics of a species over the course of generations<\/p>\n<\/dd>\n

excitation<\/dfn><\/dt>\n
\n

neural process stimulating a nerve cell to transmit information <\/p>\n<\/dd>\n

exhibitionistic disorder<\/dfn><\/dt>\n
\n

exposing oneself to strangers<\/p>\n<\/dd>\n

experimentation<\/dfn><\/dt>\n
\n

research method in which an independent variable is manipulated in order to determine an effect on a specific dependent variable<\/p>\n<\/dd>\n

explanation<\/dfn><\/dt>\n
<\/dd>\n
explicit memory<\/dfn><\/dt>\n
\n

requires conscious effort; can be sub-divided into semantic memory and episodic memory<\/p>\n<\/dd>\n

external validity<\/dfn><\/dt>\n
\n

the ability to apply cause-and-effect conclusions under naturalistic conditions<\/p>\n<\/dd>\n

extinction<\/dfn><\/dt>\n
\n

process in which a previously established predictive stimulus (CS) is no longer followed by the second stimulus (US) resulting in a reduction in strength of the CR<\/p>\n<\/dd>\n

factor analysis<\/dfn><\/dt>\n
\n

statistical procedure designed to determine the interrelationships of different variables (factors)<\/p>\n<\/dd>\n

feature detectors<\/dfn><\/dt>\n
\n

cells in the visual cortex that respond to stimuli likely to convey adaptive information; there are specialized cells for movement, lines, edges, and angles<\/p>\n<\/dd>\n

fetus<\/dfn><\/dt>\n
\n

unborn offspring resulting from embryonic development<\/p>\n<\/dd>\n

fixed interval schedule<\/dfn><\/dt>\n
\n

the opportunity for reinforcement is available after a constant amount of time since the previous reinforced response<\/p>\n<\/dd>\n

fixed ratio schedule<\/dfn><\/dt>\n
\n

reinforcement occurs after a constant number of responses<\/p>\n<\/dd>\n

fixed-interval scallop<\/dfn><\/dt>\n
\n

the cumulative response pattern characteristic of the FI reinforcement schedule; there is an extended pause after reinforcement followed by a gradual increase in response rate until the reward becomes available again<\/p>\n<\/dd>\n

forgetting curve<\/dfn><\/dt>\n
\n

graph of loss of retention of learned materials over time<\/p>\n<\/dd>\n

formal operations<\/dfn><\/dt>\n
\n

the final of Piaget's four developmental stages, reached between 12 and 15 years of age; the more adult-like teenager is able to imagine abstract concepts, enabling logical thinking, scientific hypothesis testing, and every day problem-solving<\/p>\n<\/dd>\n

four-stage model of observational learning<\/dfn><\/dt>\n
\n

the four logically necessary observational learning processes include attention, retention, response production, and motivation<\/p>\n<\/dd>\n

fragile-X syndrome<\/dfn><\/dt>\n
\n

neurodevelopmental disorder that results when there is a mutation of a known specific gene on the X chromosome<\/p>\n<\/dd>\n

Freudian model<\/dfn><\/dt>\n
\n

approach to assessment and treatment based on the assumption that psychiatric disorders stemmed from unconscious conflict between impulsive demands of the id and the moral standards of the superego<\/p>\n<\/dd>\n

Freudian personality theory<\/dfn><\/dt>\n
\n

describes the human condition as a conflict between basic needs and drives and the demands of one\u2019s conscience<\/p>\n<\/dd>\n

frontal lobe<\/dfn><\/dt>\n
\n

part of brain involved in self-control<\/p>\n<\/dd>\n

functional fixedness<\/dfn><\/dt>\n
\n

when the usual function of an object interferes with consideration of another use in a different context<\/p>\n<\/dd>\n

functionalism<\/dfn><\/dt>\n
\n

early school of psychology interested in how conscious experience enabled adaptation to environmental demands<\/p>\n<\/dd>\n

fundamental attribution error<\/dfn><\/dt>\n
\n

an out-group member\u2019s failings are attributed to personal dispositional factors (e.g., the person is lazy, stupid, etc.) whereas in-group members\u2019 failings are attributed to situational factors (e.g., it is a hot day, the problem is difficult, etc.)<\/p>\n<\/dd>\n

gender dysphoria<\/dfn><\/dt>\n
\n

extreme unhappiness or anxiety resulting from aversion to one\u2019s body and sexual identity; one feels they are a different gender than the sex assigned at birth<\/p>\n<\/dd>\n

general problem-solving process<\/dfn><\/dt>\n
\n

strategy consisting of five stages including: (1) general orientation (i.e., recognizing that one has a problem); (2) problem definition and formulation in objective terms; (3) generation of problem-solving alternatives; (4) decision making involving a cost-benefit analysis of the options; (5) implementation, verification, and fine-tuning of the strategy<\/p>\n<\/dd>\n

generalized anxiety disorder<\/dfn><\/dt>\n
\n

chronic anxiety occurring across many situations<\/p>\n<\/dd>\n

generalized reinforcers<\/dfn><\/dt>\n
\n

conditioned reinforcers paired with or exchangeable for a variety of other reinforcers (e.g., tokens and money)<\/p>\n<\/dd>\n

genes<\/dfn><\/dt>\n
\n

basic units of heredity, comprised of DNA and located on chromosomes in the cell nucleus<\/p>\n<\/dd>\n

genotype<\/dfn><\/dt>\n
\n

inherited instructions contained within an individual\u2019s genes<\/p>\n<\/dd>\n

Gestalt psychology<\/dfn><\/dt>\n
\n

early school of psychology that rejected the structuralist goal of analyzing conscious experience, arguing that conscious experience consists of organized meaningful units (summarized by \"the whole is greater than the sum of its parts\")<\/p>\n<\/dd>\n

Good Behavior Game (GBG)<\/dfn><\/dt>\n
\n

a classroom management program in which the teacher divides the class into two or three teams of students and records the number of inappropriate behaviors (e.g., leaving one\u2019s seat, talking out, etc.); at the end of the day, the members of the team with the fewest check marks receive school-related rewards such as free time, etc.<\/p>\n<\/dd>\n

group<\/dfn><\/dt>\n
\n

two or more individuals sharing a social relationship<\/p>\n<\/dd>\n

Health Action Process Approach<\/dfn><\/dt>\n
\n

emphasizes the importance of different types of self-efficacy in the development of the intent and ability to change health-related behavior<\/p>\n<\/dd>\n

health psychology<\/dfn><\/dt>\n
\n

a sub-discipline of psychology dedicated to the prevention and treatment of illness<\/p>\n<\/dd>\n

hearing<\/dfn><\/dt>\n
\n

auditory sense resulting from sound waves impinging on hair cells in the basilar membrane of the ear; enables organisms to detect the presence and location of dangerous or appetitive objects at a distance<\/p>\n<\/dd>\n

hedonic model<\/dfn><\/dt>\n
\n

a \u201ccarrot-and-stick\u201d model of motivation assuming that one acts to seek pleasure and avoid pain<\/p>\n<\/dd>\n

hierarchy of human needs<\/dfn><\/dt>\n
\n

Maslow's integration of biological and psychological needs into one overarching schema portrayed as a pyramid; physiological needs form the base of the pyramid, followed by safety and security, love and interpersonal relationships, self-esteem, and self-actualization at the pyramid\u2019s peak<\/p>\n<\/dd>\n

higher-order conditioning<\/dfn><\/dt>\n
\n

if a previously neutral stimulus (e.g. a light) is presented in a predictive relationship with a second, previously established CS (e.g., a tone previously paired with shock), this results in a CR occurring to the light despite it never being paired with shock<\/p>\n<\/dd>\n

homunculus<\/dfn><\/dt>\n
\n

a representation of the amount of \u201cbrain space\u201d in the cortex allotted to sensation and movement for different parts of the body<\/p>\n<\/dd>\n

hormone<\/dfn><\/dt>\n
\n

secreted by glands and carried in the blood as chemical messengers activating other glands and parts of the body<\/p>\n<\/dd>\n

human genome<\/dfn><\/dt>\n
\n

all the genetic information characteristic of our species<\/p>\n<\/dd>\n

humanistic ecology<\/dfn><\/dt>\n
\n

the attempt to identify and create niches in which individuals are able to achieve their self-defined goals and realize their potential while serving the needs of a social group<\/p>\n<\/dd>\n

hypothalamus<\/dfn><\/dt>\n
\n

stimulates the pituitary gland to secrete an activating hormone to another gland to maintain homeostasis<\/p>\n<\/dd>\n

identification<\/dfn><\/dt>\n
\n

incorporating another individual's (often a parent) values and beliefs<\/p>\n<\/dd>\n

identity crisis<\/dfn><\/dt>\n
\n

questioning of one\u2019s personal qualities, goals, and social roles; frequently occurs during adolescence<\/p>\n<\/dd>\n

identity states<\/dfn><\/dt>\n
\n

Marcia distinguished between four different identity states based on two considerations; had exploration occurred and had a commitment been made. The four possibilities are diffusion (No\/No), foreclosure (No\/Yes), diffusion (Yes\/No), and achievement (Yes\/Yes)<\/p>\n<\/dd>\n

illness anxiety disorder<\/dfn><\/dt>\n
\n

debilitating anxiety resulting from real or imagined health concerns<\/p>\n<\/dd>\n

implicit memory<\/dfn><\/dt>\n
\n

does not require being conscious; sub-divided into procedural memory and emotional memory<\/p>\n<\/dd>\n

impulsive<\/dfn><\/dt>\n
\n

failure to demonstrate self-control (i.e., delay gratification)<\/p>\n<\/dd>\n

independent variable<\/dfn><\/dt>\n
\n

potential causal variable manipulated in an experiment<\/p>\n<\/dd>\n

indirect influence on behavior<\/dfn><\/dt>\n
\n

when an individual's characteristics influence how others treat them<\/p>\n<\/dd>\n

indirect learning<\/dfn><\/dt>\n
\n

acquiring new behavior by observing others or symbolically through language<\/p>\n<\/dd>\n

infant<\/dfn><\/dt>\n
\n

generally applied to children up till three years of age; sometimes sub-divided into \u201cnewborn\u201d (between birth and one month) and \u201ctoddler\u201d (between one and three years) stages<\/p>\n<\/dd>\n

inhibition<\/dfn><\/dt>\n
\n

neural process decreasing the ability for a nerve cell to transmit information<\/p>\n<\/dd>\n

inner ear<\/dfn><\/dt>\n
\n

contains the cochlea, a snail shaped tube filled with fluid<\/p>\n<\/dd>\n

insight<\/dfn><\/dt>\n
\n

Kohler believed solving a problem required insight consisting of perceptual reorganization of elements in the visual field to attain closure <\/p>\n<\/dd>\n

instinct<\/dfn><\/dt>\n
\n

unlearned, complex, stereotyped behavior, characteristic of all the members of a species<\/p>\n<\/dd>\n

intermittent explosive disorder<\/dfn><\/dt>\n
\n

recurrent outbursts that demonstrate an inability to control impulses, including either verbal aggression (tantrums, verbal arguments or fights) or physical aggression; aggressive behavior is grossly disproportionate to the magnitude of psychosocial stressors<\/p>\n<\/dd>\n

internal validity<\/dfn><\/dt>\n
\n

the ability to draw cause-and-effect conclusions from research findings<\/p>\n<\/dd>\n

interneuron<\/dfn><\/dt>\n
\n

connect nerve cells to each other<\/p>\n<\/dd>\n

intrinsic and extrinsic motivation<\/dfn><\/dt>\n
\n

engaging in an activity due to its intrinsic stimulation as opposed to receiving something extrinsic (e.g., food, an award, or money)<\/p>\n<\/dd>\n

introspection<\/dfn><\/dt>\n
\n

procedure used by Wundt and structuralists to study conscious experience; translates to \"looking inward.\"<\/p>\n<\/dd>\n

IQ (intelligence quotient) score<\/dfn><\/dt>\n
\n

obtained by dividing a child\u2019s mental age, measured by a test, by the child\u2019s chronological age and multiplying by 100<\/p>\n<\/dd>\n

James-Lange theory of emotion<\/dfn><\/dt>\n
\n

proposal that we label our emotions based upon our biological and behavioral reactions to stimuli rather than the other way around<\/p>\n<\/dd>\n

jnd<\/dfn><\/dt>\n
\n

acronym for just noticeable difference; the amount of change required to report a difference half the time<\/p>\n<\/dd>\n

kinesthesia<\/dfn><\/dt>\n
\n

sense of muscle tension<\/p>\n<\/dd>\n

kleptomania<\/dfn><\/dt>\n
\n

stealing<\/p>\n<\/dd>\n

language<\/dfn><\/dt>\n
\n

a consensually agreed upon collection of arbitrary symbols representing objects, events, properties, and relationships among objects and events<\/p>\n<\/dd>\n

lateralization<\/dfn><\/dt>\n
\n

the left side of the brain connects to the right side of the body and vice versa; certain activities appear more characteristic of one side than the other <\/p>\n<\/dd>\n

Law of Accelerating Returns<\/dfn><\/dt>\n
\n

Raymond Kurzweil's proposal that the rate of evolutionary biological and technological change is increasing <\/p>\n<\/dd>\n

law of temporal contiguity<\/dfn><\/dt>\n
\n

objects or events occurring close in time become associated<\/p>\n<\/dd>\n

learned helplessness<\/dfn><\/dt>\n
\n

detrimental emotional and behavioral effects resulting from the inability to affect outcomes <\/p>\n<\/dd>\n

learned industriousness<\/dfn><\/dt>\n
\n

the combination of persistence, willingness to expend maximum effort, and delay gratification <\/p>\n<\/dd>\n

learning set<\/dfn><\/dt>\n
\n

may refer to a number of experiences that have something in common or to the effect of those experiences (as in being \u201cset up\u201d)<\/p>\n<\/dd>\n

leptin<\/dfn><\/dt>\n
\n

hormone that responds to rising glucose levels, amino acids, or fatty acids in the blood by reducing your desire to eat <\/p>\n<\/dd>\n

levels (styles) of moral development<\/dfn><\/dt>\n
\n

Kohlberg's three levels were based on Piaget\u2019s model of cognitive development<\/p>\n

pre-conventional morality<\/strong> is based on extrinsic rewards and punishers<\/p>\n

conventional morality<\/strong> is based on sources of authority such as parents, religion, and legal documents<\/p>\n

post-conventional morality<\/strong> is based on the application of universal principles of fairness and justice (e.g., the Golden Rule)<\/p>\n<\/dd>\n

long-term memory<\/dfn><\/dt>\n
\n

permanent result of prior direct and indirect learning (e.g., facts)<\/p>\n<\/dd>\n

longitudinal studies<\/dfn><\/dt>\n
\n

studies of individuals over extended periods of time<\/p>\n<\/dd>\n

magazine training<\/dfn><\/dt>\n
\n

pairing of the sound of the food delivery mechanism in a Skinner box with food; this enables food to be used as a reinforcer with the shaping procedure<\/p>\n<\/dd>\n

maintenance rehearsal<\/dfn><\/dt>\n
\n

repeating information over and over again<\/p>\n<\/dd>\n

major depressive disorder<\/dfn><\/dt>\n
\n

sadness or emptiness most of the day and\/or markedly diminished interest or pleasure in activities <\/p>\n<\/dd>\n

marshmallow test<\/dfn><\/dt>\n
\n

an adult places a single marshmallow in front of a child with the instruction that it could be eaten immediately or if the child waits a certain amount of time (e.g., 20 minutes), a second marshmallow would be provided<\/p>\n<\/dd>\n

maturation<\/dfn><\/dt>\n
\n

developmental processes that occur as the result of aging<\/p>\n<\/dd>\n

medical diagnosis<\/dfn><\/dt>\n
\n

provides information concerning the etiology (i.e., initial cause and\/or maintaining conditions), prognosis (i.e., course of the disorder in the absence of treatment), and treatment of a biological syndrome (i.e., collection of symptoms occurring together)<\/p>\n<\/dd>\n

medical model<\/dfn><\/dt>\n
\n

treats adaptive disorders as though they are diseases<\/p>\n<\/dd>\n

memory span tests<\/dfn><\/dt>\n
\n

require repeating letters, words, or numerical digits in order<\/p>\n<\/dd>\n

middle ear<\/dfn><\/dt>\n
\n

an enclosed chamber behind the eardrum that includes the three tiniest bones (ossicles) in the body described as the hammer, anvil, and stirrup<\/p>\n<\/dd>\n

monocular cues<\/dfn><\/dt>\n
\n

based upon the information available to one eye <\/p>\n<\/dd>\n

Moro reflex<\/dfn><\/dt>\n
\n

infants spread their hands and then restore them to a holding position when experiencing a sudden loss of support <\/p>\n<\/dd>\n

motivation<\/dfn><\/dt>\n
\n

involves arousal and direction of behavior to address a specific condition<\/p>\n<\/dd>\n

multiple baseline designs<\/dfn><\/dt>\n
\n

small-N design consisting of a baseline followed by an intervention phase repeated at different times across different subjects, situations, or behaviors<\/p>\n<\/dd>\n

multiple intelligence model<\/dfn><\/dt>\n
\n

Gardner proposed distinct types of intelligence: verbal\/linguistic, logical\/mathematical, visual spatial, bodily\/kinesthetic, musical\/rhythmic, intra- and inter-personal, existential, and naturalistic<\/p>\n<\/dd>\n

multiple-schedule<\/dfn><\/dt>\n
\n

different reinforcement contingencies are reliably associated with distinct antecedent stimuli<\/p>\n<\/dd>\n

multisystemic therapy (MST)<\/dfn><\/dt>\n
\n

a comprehensive treatment approach to conduct disorder incorporating evidence-based practices in the child\u2019s home, school, and community<\/p>\n<\/dd>\n

mutation<\/dfn><\/dt>\n
\n

a permanent chemical change in the composition of a gene\u2019s DNA<\/p>\n<\/dd>\n

natural selection<\/dfn><\/dt>\n
\n

when inherited traits that increase the ability to survive and reproduce are transmitted to future generations<\/p>\n<\/dd>\n

nature-nurture controversy<\/dfn><\/dt>\n
\n

debate regarding the importance of genetic as opposed to experiential factors as causes of behavior<\/p>\n<\/dd>\n

need for achievement (nAch)<\/dfn><\/dt>\n
\n

desire to compete and excel in activities of personal interest<\/p>\n<\/dd>\n

negative punishment<\/dfn><\/dt>\n
\n

consequence in which removing (response cost) or preventing (time out) an appetitive stimulus results in a decrease in the frequency of behavior<\/p>\n<\/dd>\n

negative reinforcement<\/dfn><\/dt>\n
\n

consequence in which removing (escape) or preventing (avoidance) an aversive stimulus results in an increase in the frequency of behavior<\/p>\n<\/dd>\n

nervous system<\/dfn><\/dt>\n
\n

structures that transmit information regarding external and internal stimulation and coordinate behavior.<\/p>\n<\/dd>\n

neurocognitive disorders<\/dfn><\/dt>\n
\n

deterioration in healthy cognitive functioning impacting on customary daily activities; diagnosed later in life than neurodevelopmental disorders; when severe, the individual may be unable to maintain an independent lifestyle<\/p>\n<\/dd>\n

neurodevelopmental disorders<\/dfn><\/dt>\n
\n

based on clinical and behavioral observations made during childhood and adolescence; suspected to be the result of impairments in the brain or central nervous system resulting from heredity or problems occurring during fetal development<\/p>\n<\/dd>\n

neurons<\/dfn><\/dt>\n
\n

cells that respond to external and internal stimulation (i.e., sensory neurons) and carry information to parts of the body capable of responding (i.e., motor neurons)<\/p>\n<\/dd>\n

neurotransmitters<\/dfn><\/dt>\n
\n

chemicals released by nerve cells that can bind with receptors in the second neuron; major neurotransmitters include dopamine (alertness) , norepinephrine (attention and concentration), and\u00a0 serotonin (pleasure and anxiety)<\/p>\n<\/dd>\n

neutral stimulus<\/dfn><\/dt>\n
\n

a stimulus that does not influence behavior<\/p>\n<\/dd>\n

normal curve<\/dfn><\/dt>\n
\n

a symmetrical bell-shaped curve characteristic of many variables in nature; the peak indicates the average score and the width indicates the extent to which the scores are close to the mean (i.e., the consistency).<\/p>\n<\/dd>\n

obedience<\/dfn><\/dt>\n
\n

passive compliance with others' demands<\/p>\n<\/dd>\n

object permanence<\/dfn><\/dt>\n
\n

understanding that objects continue to exist once they disappear from view<\/p>\n<\/dd>\n

obsessions<\/dfn><\/dt>\n
\n

thoughts that repeatedly intrude upon one\u2019s conscious experience<\/p>\n<\/dd>\n

obsessive-compulsive disorder (OCD)<\/dfn><\/dt>\n
\n

disorder characterized by repetitious behaviors such as hoarding or placing things in neat piles<\/p>\n<\/dd>\n

occipital lobe<\/dfn><\/dt>\n
\n

part of brain involved in vision <\/p>\n<\/dd>\n

operational definition<\/dfn><\/dt>\n
\n

defining a term by the procedures used to measure it; the operational definition of learning describes how one objectively determines whether a behavioral observation is an example of the process<\/p>\n<\/dd>\n

operational definition of learning<\/dfn><\/dt>\n
\n

a relatively permanent change in behavior potential resulting from experience<\/p>\n<\/dd>\n

opponent-process theory of color vision<\/dfn><\/dt>\n
\n

proposes that there is an achromatic (i.e., without color) brightness system and a color system based upon the combined results of red-green and blue-yellow opponent channels; stimulation of one of the colors of an opponent pair is presumed to inhibit perception of the other<\/p>\n<\/dd>\n

oppositional defiant disorder<\/dfn><\/dt>\n
\n

actively refusing to comply with requests or rules; intentionally annoying others; arguing; blaming others for one\u2019s mistakes; being spiteful or seeking revenge<\/p>\n<\/dd>\n

outer ear<\/dfn><\/dt>\n
\n

includes the ear flap, ear canal, and eardrum<\/p>\n<\/dd>\n

overt behavior<\/dfn><\/dt>\n
\n

observable and measurable behavior (e.g., head-scratching, crying, doing push-ups, etc.)<\/p>\n<\/dd>\n

pain<\/dfn><\/dt>\n
\n

aversive sensations resulting from intense mechanical, thermal, or chemical stimulation of skin receptors; indicates the presence of potentially dangerous objects or conditions<\/p>\n<\/dd>\n

panic attacks<\/dfn><\/dt>\n
\n

unpredictable, debilitating anxiety; physical symptoms may include a rapid pulse, shortness of breath, perspiration, and trembling <\/p>\n<\/dd>\n

parametric studies<\/dfn><\/dt>\n
\n

experimental procedure in which different values of an independent variable are presented (e.g., presenting different magnitudes of a reward or presenting it after different delays, etc.)<\/p>\n<\/dd>\n

paraphilic disorder<\/dfn><\/dt>\n
\n

the experience of intense sexual arousal under non-normative conditions<\/p>\n<\/dd>\n

parasympathetic<\/dfn><\/dt>\n
\n

calms the body upon removal of the stress or danger<\/p>\n<\/dd>\n

parathyroid glands<\/dfn><\/dt>\n
\n

located on the rear surface of the thyroid gland; control the amount of calcium in the blood and bones<\/p>\n<\/dd>\n

parenting styles<\/dfn><\/dt>\n
\n

Baumrind described four styles based upon whether parents were demanding or not (i.e., specified clear rules of conduct and required their children to comply), or responsive or not (i.e., affectionate and sensitive to their children\u2019s needs and feelings)<\/p>\n

negligent<\/strong> parents (low demandingness, low responsiveness) do not specify codes of conduct and are not affectionate or responsive<\/p>\n

indulgent <\/strong>parents (low demandingness, high responsiveness) do not specify codes of conduct but are affectionate and responsive<\/p>\n

authoritarian<\/strong> parents (high demandingness, low responsiveness) specify strict codes of conduct in a non-responsive manner<\/p>\n

authoritative<\/strong> parents (high demandingness, high responsiveness) specify strict codes of conduct within a context of warmth and sensitivity to the children\u2019s needs<\/p>\n<\/dd>\n

parietal lobe<\/dfn><\/dt>\n
\n

part of brain involved with sensation originating in the skin, muscles, and joints<\/p>\n<\/dd>\n

partial-recall procedure<\/dfn><\/dt>\n
\n

randomly presenting a sample of items from a set in order to infer the total amount recalled <\/p>\n<\/dd>\n

perception<\/dfn><\/dt>\n
\n

the integration and interpretation of sensory information<\/p>\n<\/dd>\n

perceptual constancy<\/dfn><\/dt>\n
\n

an object\u2019s shape and size is perceived as remaining constant despite differences in orientation and location<\/p>\n<\/dd>\n

personality<\/dfn><\/dt>\n
\n

an individual's distinctive characteristics, qualities, and behaviors<\/p>\n<\/dd>\n

personality disorders<\/dfn><\/dt>\n
\n

DSM disorders characterized by a style of rigid, maladaptive thinking and behaving; examples include:<\/p>\n

paranoid personality disorder; schizoid personality disorder; antisocial personality disorder; borderline personality disorder; histrionic personality disorder; narcissistic personality disorder; avoidant personality disorder; dependent personality disorder; and obsessive-compulsive personality disorder (not the same as obsessive-compulsive disorder)<\/p>\n<\/dd>\n

phenotype<\/dfn><\/dt>\n
\n

observable physical and behavioral characteristics of a species<\/p>\n<\/dd>\n

phi phenomenon<\/dfn><\/dt>\n
\n

subjective experience of apparent movement based upon the timing of discreet events. The experience of continuity of movie films is an example<\/p>\n<\/dd>\n

phobia<\/dfn><\/dt>\n
\n

an extreme and irrational fear occurring in a specific situation<\/p>\n<\/dd>\n

phonetic alphabet<\/dfn><\/dt>\n
\n

permits written representation of any pronounceable word in a language<\/p>\n<\/dd>\n

Piaget's Stage Theory of Cognitive Development<\/dfn><\/dt>\n
\n

sensorimotor stage - (from approximately birth to two years); the child is pre-verbal, learning the relationships between sensory stimuli and movement<\/p>\n

pre-operational stage - (from about two to seven years); the child is able to use language to acquire skills and knowledge.<\/p>\n

concrete operations stage - (from about seven to twelve years); the child appears to understand how certain operations can transform the appearance of objects but not their fundamental characteristics<\/p>\n

formal operations stage - (from about twelve to fifteen years); the more adult-like teenager is able to imagine abstract concepts, enabling logical thinking, scientific hypothesis testing, and every day problem-solving<\/p>\n<\/dd>\n

pica<\/dfn><\/dt>\n
\n

consumption of culturally disapproved, non-nutritious substances (e.g., ice, dirt, paper, chalk, etc.)<\/p>\n<\/dd>\n

pineal gland<\/dfn><\/dt>\n
\n

influences the sleep-wake cycle by secreting the hormone melatonin when stimulated by light<\/p>\n<\/dd>\n

pitch<\/dfn><\/dt>\n
\n

whether a sound is perceived as low (bass) or high (treble) is a function of the frequency of waves per unit of time<\/p>\n<\/dd>\n

pituitary gland<\/dfn><\/dt>\n
\n

often referred to as the master gland since it secretes several different hormones impacting upon other glands involved in maintaining homeostasis; controlled by the hypothalamus through the release of thyrotropin-releasing hormone (TRH)<\/p>\n<\/dd>\n

positive punishment<\/dfn><\/dt>\n
\n

consequence in which following a response by an aversive stimulus results in a decrease in the frequency<\/p>\n<\/dd>\n

positive reinforcement<\/dfn><\/dt>\n
\n

consequence in which following a response by an appetitive stimulus results in an increase in the frequency<\/p>\n<\/dd>\n

posttraumatic stress disorder (PTSD)<\/dfn><\/dt>\n
\n

person reports experiencing recurrent flashbacks of a traumatic event more than a month after it happened; person avoids talking about or approaching any reminder of the event<\/p>\n<\/dd>\n

pre-operational stage<\/dfn><\/dt>\n
\n

the child starts using language to acquire skills and knowledge<\/p>\n<\/dd>\n

precision grip<\/dfn><\/dt>\n
\n

ability created by the opposable thumb to touch, create, and manipulate tools<\/p>\n<\/dd>\n

prefrontal cortex<\/dfn><\/dt>\n
\n

part of brain involved in human cognitive functions including attention, perception, thinking, memory, language and consciousness.<\/p>\n<\/dd>\n

prejudice<\/dfn><\/dt>\n
\n

discriminatory opinion or behavior directed toward an individual or group<\/p>\n<\/dd>\n

primary motives<\/dfn><\/dt>\n
\n

biological or unlearned sources of motivation<\/p>\n<\/dd>\n

proactive interference<\/dfn><\/dt>\n
\n

when previously learned material reduces the ability to recall newly learned material<\/p>\n<\/dd>\n

problem<\/dfn><\/dt>\n
\n

a discrepancy between the way things are and the way one would like them to be<\/p>\n<\/dd>\n

procedural memory<\/dfn><\/dt>\n
\n

motor skills you are able to execute <\/p>\n<\/dd>\n

projective techniques<\/dfn><\/dt>\n
\n

psychodynamic assessment tools assuming that, due to their ambiguity, they would not activate defense mechanisms, thereby enabling individuals to \u201cproject\u201d their unconscious thoughts onto the inkblots or pictures; examples are Rorshach inkblots and the Thematic Apperception Test<\/p>\n<\/dd>\n

prompting<\/dfn><\/dt>\n
\n

use of a stimulus to increase the likelihood of a desired response<\/p>\n<\/dd>\n

proprioception<\/dfn><\/dt>\n
\n

sense of muscle location and movement<\/p>\n<\/dd>\n

proximity<\/dfn><\/dt>\n
\n

Gestalt principle of organization that objects close to each other are perceived as groups<\/p>\n<\/dd>\n

pseudo- (false) explanation<\/dfn><\/dt>\n
\n

use of a descriptive label for a behavior as its explanation (e.g., saying someone hits another person because he\/she is aggressive)<\/p>\n<\/dd>\n

psychiatry and clinical psychology<\/dfn><\/dt>\n
\n

specializations within professional medicine and psychology that address problems related to adaptation and personal fulfillment<\/p>\n<\/dd>\n

psychic determinism<\/dfn><\/dt>\n
\n

the assumption that causes of behavior may be unconscious<\/p>\n<\/dd>\n

psychoactive drugs<\/dfn><\/dt>\n
\n

affect mood, thought, and behavior; most achieve these effects by impacting upon neurotransmitters and synaptic connections<\/p>\n<\/dd>\n

psychological model of maladaptive behavior<\/dfn><\/dt>\n
\n

instead of considering problematic behavior an illness and providing a DSM diagnosis, behavior itself is considered the target for assessment and treatment<\/p>\n<\/dd>\n

psychology<\/dfn><\/dt>\n
\n

the scientific study of individual thought, feeling, and behavior<\/p>\n<\/dd>\n

puberty<\/dfn><\/dt>\n
\n

developmental milestone initiated by the hypothalamus secreting lutenizing hormone releasing factor; this stimulates the pituitary gland to secrete the gonadotropic hormones LH (lutenizing hormone) and FSH (follicle stimulating hormone) resulting in biological changes related to sex and the ability to reproduce<\/p>\n<\/dd>\n

purging<\/dfn><\/dt>\n
\n

attempt to lose weight through extreme measures such as induced vomiting or consuming laxatives<\/p>\n<\/dd>\n

Pyramid of Hate<\/dfn><\/dt>\n
\n

portrays a stage theory of the progression of biased ideas to hate and violence<\/p>\n<\/dd>\n

pyromania<\/dfn><\/dt>\n
\n

starting fires<\/p>\n<\/dd>\n

random assignment<\/dfn><\/dt>\n
\n

procedure whereby an individual subject is equally likely to be exposed to any of the experimental conditions<\/p>\n<\/dd>\n

Rational Emotive Therapy (RET)<\/dfn><\/dt>\n
\n

Ellis' active\/directive language-based approach based on the assumption that an individual\u2019s emotional and behavioral reactions result from cognitive interpretation<\/p>\n<\/dd>\n

reactive procedure<\/dfn><\/dt>\n
\n

when observing a phenomenon influences the results (e.g., watching someone perform could affect how they do)<\/p>\n<\/dd>\n

Realistic Conflict Theory<\/dfn><\/dt>\n
\n

prejudices and stereotypes are likely to develop when there is competition between groups for scarce resources<\/p>\n<\/dd>\n

reality principle<\/dfn><\/dt>\n
\n

basing one's behavior on personal understanding of how the world works <\/p>\n<\/dd>\n

recessive trait<\/dfn><\/dt>\n
\n

trait requiring two copies of a gene<\/p>\n<\/dd>\n

reciprocal determinism feedback loop<\/dfn><\/dt>\n
\n

temperament and behavior influence how those in the environment (including caretakers) respond, which then impacts upon the development of skills and knowledge, which then influences how others react, and so on<\/p>\n<\/dd>\n

reflex<\/dfn><\/dt>\n
\n

a simple unlearned response characteristic of all the members of a species<\/p>\n<\/dd>\n

reification<\/dfn><\/dt>\n
\n

describing hypothetical structures as though they were physical structures<\/p>\n<\/dd>\n

reliability<\/dfn><\/dt>\n
\n

the likelihood that two scorers arrive at the same diagnosis for an individual<\/p>\n<\/dd>\n

retinal disparity<\/dfn><\/dt>\n
\n

results from your eyes being separated in space, producing stimulation from slightly different angles<\/p>\n<\/dd>\n

retroactive interference<\/dfn><\/dt>\n
\n

when learning new materials reduces the ability to recall previously learned material<\/p>\n<\/dd>\n

reversal design<\/dfn><\/dt>\n
\n

A small-N design in which a baseline phase is followed by an intervention and then a return to the baseline procedures<\/p>\n<\/dd>\n

rods<\/dfn><\/dt>\n
\n

nerve cells sensitive to light that serve as the basis for vision in the dark; rods are monochromatic (i.e., respond to only one color)<\/p>\n<\/dd>\n

rule<\/dfn><\/dt>\n
\n

specifies the circumstances (antecedents) under which a particular act (behavior) is rewarded or punished <\/p>\n<\/dd>\n

rumination<\/dfn><\/dt>\n
\n

regurgitation of food after consumption<\/p>\n<\/dd>\n

scaffolding<\/dfn><\/dt>\n
\n

Vygotsky's term for providing effective support to teach a child<\/p>\n<\/dd>\n

schema<\/dfn><\/dt>\n
\n

coherent organization of information<\/p>\n<\/dd>\n

schizophrenia<\/dfn><\/dt>\n
\n

disabling disorder characterized by severe cognitive and emotional disturbances<\/p>\n<\/dd>\n

scientific method<\/dfn><\/dt>\n
\n

strategy for determining cause and effect in nature when the limitations of observability, testability, and replicability are met<\/p>\n<\/dd>\n

scientist-practitioner model of professional psychology<\/dfn><\/dt>\n
\n

emphasizes the complementary connection between basic and applied research and professional practice;\u00a0 bases psychological interventions on findings from the different content areas (e.g., learning, motivation, etc.)<\/p>\n<\/dd>\n

script<\/dfn><\/dt>\n
\n

material organized in a meaningful sequence<\/p>\n<\/dd>\n

second signal system<\/dfn><\/dt>\n
\n

Pavlov's term for when words, through classical conditioning, acquired the capacity to influence behavior <\/p>\n<\/dd>\n

secondary motives<\/dfn><\/dt>\n
\n

psychological or learned sources of motivation<\/p>\n<\/dd>\n

seeing<\/dfn><\/dt>\n
\n

visual sense resulting from light waves impinging on retinal rods and cones in the eye; enables organisms to avoid bumping into objects and to identify food sources<\/p>\n<\/dd>\n

self-control<\/dfn><\/dt>\n
\n

ability to delay gratification (i.e., choose a large delayed reward rather than a small immediate reward)<\/p>\n<\/dd>\n

self-efficacy<\/dfn><\/dt>\n
\n

an individual\u2019s expectancy that they are able to perform a specific task<\/p>\n<\/dd>\n

self-esteem<\/dfn><\/dt>\n
\n

one's personal evaluation<\/p>\n<\/dd>\n

semantic memory<\/dfn><\/dt>\n
\n

knowledge base including vocabulary, concepts, and ideas<\/p>\n<\/dd>\n

semi-circular canals<\/dfn><\/dt>\n
\n

three circles filled with fluid and containing hair cells which respond to the position of and speed of movement of the head in three-dimensional space; this information is transmitted to the thalamus and parietal lobe of the cerebral cortex where it is combined with information obtained through the eyes regarding the body\u2019s position in space and sensors of the muscles and joints; Integration of this information enables us to maintain our balance while stationary or in motion<\/p>\n<\/dd>\n

sensation<\/dfn><\/dt>\n
\n

the initial detection of a stimulus resulting from the physical stimulation of a receptor in a sense organ (e.g., eye, ear, etc.); each sense responds to a specific type of physical stimulation and possesses specific receptor cells<\/p>\n<\/dd>\n

sensorimotor stage<\/dfn><\/dt>\n
\n

the child is preverbal, learning the relationships between sensory (e.g., visual and auditory) stimuli and movement (from approximately birth to two years) <\/p>\n<\/dd>\n

sensory adaptation<\/dfn><\/dt>\n
\n

change in threshold values resulting from continual exposure to a stimulus<\/p>\n<\/dd>\n

sensory memory<\/dfn><\/dt>\n
\n

exists immediately after presentation of a stimulus, is unconscious, and highly detailed <\/p>\n<\/dd>\n

serendipity<\/dfn><\/dt>\n
\n

accidental discovery<\/p>\n<\/dd>\n

serial-position effect<\/dfn><\/dt>\n
\n

the finding that one learns the items at the beginning and end of a list before learning the items in the middle<\/p>\n<\/dd>\n

serum serotonin reuptake inhibitors (SSRIs)<\/dfn><\/dt>\n
\n

popular anti-depressant medications that affect the balance of the neurotransmitters serotonin, dopamine, and norepinephrine; by inhibiting the reuptake of serotonin, its level is increased in the synaptic cleft enabling it to bind with other neurotransmitter receptor cells<\/p>\n<\/dd>\n

sex glands<\/dfn><\/dt>\n
\n

ovaries for the female and testes for the male;\u00a0 secrete hormones controlling the development of the reproductive sex organs and secondary sex characteristics during puberty<\/p>\n<\/dd>\n

sexual dysfunction<\/dfn><\/dt>\n
\n

a consistent problem occurring during the desire, arousal, or orgasm phases of normal sexual activity<\/p>\n<\/dd>\n

sexual response cycle<\/dfn><\/dt>\n
\n

four stages starting with excitement, followed by plateau, orgasm, and resolution <\/p>\n<\/dd>\n

shaping procedure<\/dfn><\/dt>\n
\n

reinforcing successive approximations to a desired response<\/p>\n<\/dd>\n

short-term memory<\/dfn><\/dt>\n
\n

knowledge currently available for rehearsal (e.g., after looking up a phone number)<\/p>\n<\/dd>\n

SIBIS (Self-Injurious Behavior Inhibiting System)<\/dfn><\/dt>\n
\n

a device consisting of a sensor module attached to a radio transmitter straps onto the head and is used to punish head banging with a mild electric shock to the arm or leg<\/p>\n<\/dd>\n

similarity<\/dfn><\/dt>\n
\n

Gestalt principle of organization that objects that are similar to each other are grouped together<\/p>\n<\/dd>\n

small-N design<\/dfn><\/dt>\n
\n

experimental procedure involving systematic manipulation of an independent variable with ongoing measurement of behavior<\/p>\n<\/dd>\n

smell<\/dfn><\/dt>\n
\n

olfactory sense resulting from odorous molecules impinging on smell receptors in the nose<\/p>\n<\/dd>\n

social anxiety disorder (social phobia)<\/dfn><\/dt>\n
\n

extreme and irrational anxiety related to real or imagined situations involving other people<\/p>\n<\/dd>\n

social diffusion effect<\/dfn><\/dt>\n
\n

the inverse relationship between the number of people present and the likelihood of providing assistance<\/p>\n<\/dd>\n

social influence<\/dfn><\/dt>\n
\n

examples include compliance, peer pressure to conform, and obedience to authority<\/p>\n<\/dd>\n

social learning<\/dfn><\/dt>\n
\n

change in behavior resulting from observation of others or symbolic communication (i.e., language)<\/p>\n<\/dd>\n

social psychology<\/dfn><\/dt>\n
\n

studies the effects of the presence, or imagined presence, of other people on one\u2019s thoughts, feelings, and actions<\/p>\n<\/dd>\n

social roles<\/dfn><\/dt>\n
\n

the position one holds in a social setting can dictate what behaviors are considered appropriate <\/p>\n<\/dd>\n

socialization<\/dfn><\/dt>\n
\n

the implementation of culturally establisshed rules in parenting, schooling, and other inter-personal relations<\/p>\n<\/dd>\n

somatic division of the peripheral nervous system<\/dfn><\/dt>\n
\n

responds to sensory information originating outside the body and stimulates the skin, joints, and skeletal muscles; the resulting behavior is often considered voluntary.<\/p>\n<\/dd>\n

somatic symptom disorder<\/dfn><\/dt>\n
\n

severe medical symptoms (e.g., blindness, loss of the ability to move a hand, etc.) with no indication of a biological cause<\/p>\n<\/dd>\n

spleen<\/dfn><\/dt>\n
\n

lies toward the bottom of your rib cage and is involved in the removal of red blood cells<\/p>\n<\/dd>\n

spoiling effect<\/dfn><\/dt>\n
\n

when prior non-contingent reward interferes with learning new behaviors<\/p>\n<\/dd>\n

spontaneous recovery<\/dfn><\/dt>\n
\n

increase in the strength of a prior learned response after an extended time between extinction trials<\/p>\n<\/dd>\n

stage of concrete operations<\/dfn><\/dt>\n
\n

the child appears to understand how certain operations can transform the appearance of objects but not their fundamental characteristics<\/p>\n<\/dd>\n

stage theory<\/dfn><\/dt>\n
\n

describes human development as a fixed sequence of capabilities resulting in qualitatively different ways of responding to the world<\/p>\n<\/dd>\n

stages of sleep<\/dfn><\/dt>\n
\n

four stages starting with REM (rapid eye movements associated with dreaming) and ending with deep sleep<\/p>\n<\/dd>\n

standard deviation<\/dfn><\/dt>\n
\n

statistical measure of variability (consistency)<\/p>\n<\/dd>\n

Stanford-Binet<\/dfn><\/dt>\n
\n

calculated an IQ (intelligence quotient) by dividing a child\u2019s mental age, based on its score, by its chronological age<\/p>\n<\/dd>\n

stereotype<\/dfn><\/dt>\n
\n

a widely held description of a social group<\/p>\n<\/dd>\n

stimulus class<\/dfn><\/dt>\n
\n

collection of objects sharing at least one common property<\/p>\n<\/dd>\n

stimulus discrimination<\/dfn><\/dt>\n
\n

if during acquisition, one stimulus (the CS+, e.g., a light) is predictive of a second stimulus (US, e.g., food), but a different stimulus (CS-, e.g., a tone) is never followed by the US, a CR (e.g., salivation) will occur to the CS+ (light) and not the CS- (tone)<\/p>\n<\/dd>\n

stimulus generalization<\/dfn><\/dt>\n
\n

a previously acquired learned response occurs in the presence of stimuli other than the original one, the likelihood being a function of the degree of similarity<\/p>\n<\/dd>\n

stimulus-response chain<\/dfn><\/dt>\n
\n

a sequence of behaviors in which each response alters the environment producing the discriminative stimulus for the next response<\/p>\n<\/dd>\n

strange situation procedure<\/dfn><\/dt>\n
\n

children are observed playing, with and without their mother present, while strangers walk in and out of the room<\/p>\n<\/dd>\n

structuralism<\/dfn><\/dt>\n
\n

earliest school of psychology, defining the discipline as the study of the mind, with the goal of analyzing conscious experience using the method of introspection<\/p>\n<\/dd>\n

substance use disorder<\/dfn><\/dt>\n
\n

taking addictive substances in large amounts or for long time periods; inability to cut down or stop using the substance; interference with performance at work, home or school <\/p>\n<\/dd>\n

supraorganic culture<\/dfn><\/dt>\n
\n

cultural adaptations resulting from human changes to the environment<\/p>\n<\/dd>\n

sympathetic<\/dfn><\/dt>\n
\n

activation arouses body under stressful or dangerous conditions to prepare for \u201cfight or flight.\u201d<\/p>\n<\/dd>\n

synapses<\/dfn><\/dt>\n
\n

small spaces separating the dendrites and axon endings where chemical exchange between neurons occur<\/p>\n<\/dd>\n

talking therapies<\/dfn><\/dt>\n
\n

cognitive behavioral therapies for specific and stylistic thinking patterns<\/p>\n<\/dd>\n

taste<\/dfn><\/dt>\n
\n

gustatory sense resulting from substances stimulating taste buds on the tongue; enables detection of edible foods or poisonous substances<\/p>\n<\/dd>\n

temperament<\/dfn><\/dt>\n
\n

the idea expressed by Hippocrates and Galen, that human personality can be categorized into distinct temperaments presumed to be inherited causes of moods and behavior<\/p>\n<\/dd>\n

temporal lobe<\/dfn><\/dt>\n
\n

part of brain involved in hearing, memory, and language<\/p>\n<\/dd>\n

the \"unconscious\"<\/dfn><\/dt>\n
\n

Freud distinguished between those things of which we are currently aware, those which we can voluntarily retrieve, and those that we ordinarily cannot voluntarily retrieve<\/p>\n<\/dd>\n

The Early Risers<\/dfn><\/dt>\n
\n

conduct disorder prevention program focusing on parent training, peer relations, and school performance; parents are instructed in effective disciplining techniques, children meet with \u201cfriendship groups\u201d, and a family advocate works with parents<\/p>\n<\/dd>\n

the magical number seven, plus or minus two<\/dfn><\/dt>\n
\n

the apparent limit to the number of chunks of information that can be maintained in short-term memory<\/p>\n<\/dd>\n

The Stone Age, Bronze Age, and Iron Age<\/dfn><\/dt>\n
\n

the Stone Age was the time period prior to recorded history lasting for approximately 2-1\/2 million years. During this period, humans and their ancestors fashioned tools made with hard edges and points from items found in nature. It took until the Bronze Age (3300-1200 BC) and Iron Age (1200-900 BC) for tools to be manufactured. <\/p>\n<\/dd>\n

Thematic Apperception Test (TAT)<\/dfn><\/dt>\n
\n

personality test requiring descriptions of a series of ambiguous pictures of people in different situations<\/p>\n<\/dd>\n

thermoception<\/dfn><\/dt>\n
\n

sense of temperature<\/p>\n<\/dd>\n

three-part psychic apparatus<\/dfn><\/dt>\n
\n

Freud's description of the human condition as the conscious attempt of the ego to manage a \u201ctug of war\u201d between genetically determined unconscious drives (the Id) and the mostly unconscious conscience (superego)<\/p>\n<\/dd>\n

three-stage model of memory<\/dfn><\/dt>\n
\n

sensory memory creates information available for rehearsal in short-term memory that can be rehearsed, elaborated upon and encoded, permitting interpretation and storage in long-term memory<\/p>\n<\/dd>\n

three-stage sequence of circular reactions<\/dfn><\/dt>\n
\n

repetitive behaviors taking place during the sensorimotor (first) period of child development<\/p>\n

primary circular reactions<\/strong>\u00a0 repetition of a behavior for its own sake, or perhaps the resultant sensations<\/p>\n

secondary circular reactions<\/strong> repetitions of acts resulting in a specific environmental effect<\/p>\n

tertiary circular reactions<\/strong> attempts to produce the same environmental effect with different responses<\/p>\n<\/dd>\n

thymus<\/dfn><\/dt>\n
\n

an important part of the immune system, located below the thyroid gland in the middle of the chest <\/p>\n<\/dd>\n

thyroid gland<\/dfn><\/dt>\n
\n

affects metabolism by controlling the rate at which energy is expended; one of the glands under the control of the pituitary gland<\/p>\n<\/dd>\n

token economy<\/dfn><\/dt>\n
\n

establishes contingencies between a tangible generalized reinforcer (token) and desirable behaviors; tokens can be exchangeed for desirable items or opportunities to engage in pleasurable activities <\/p>\n<\/dd>\n

top-down process<\/dfn><\/dt>\n
\n

meaningful units based on prior experience are used to determine the elements of sensation<\/p>\n<\/dd>\n

TOTE (test-operate-test-exit)<\/dfn><\/dt>\n
\n

testing before and after implementing a problem-solving strategy to decide when one has succeeded<\/p>\n<\/dd>\n

touch<\/dfn><\/dt>\n
\n

feeling sense resulting from tactile stimulation of pressure receptors on the skin<\/p>\n<\/dd>\n

traits<\/dfn><\/dt>\n
\n

individual patterns of behavior (including thoughts and feelings) that are consistent across time and situations<\/p>\n<\/dd>\n

transduction<\/dfn><\/dt>\n
\n

process through which physical stimulation is converted into neurological action potential and transmitted from receptors to higher brain regions for further processing<\/p>\n<\/dd>\n

transposition<\/dfn><\/dt>\n
\n

responding to stimuli on the basis of a relationship<\/p>\n<\/dd>\n

trichromatic theory of color vision<\/dfn><\/dt>\n
\n

proposes that all the colors humans perceive result from combinations of the outputs of photoreceptors for three primary colors (red, green, and blue)<\/p>\n<\/dd>\n

two-factor theory of emotion<\/dfn><\/dt>\n
\n

proposes that human emotions are based on a combination of bottom-up and top-down processing; the first stage consists of an emotion-eliciting stimulus resulting in a general state of autonomic arousal; the second stage examines the environmental circumstances, attributing the arousal to a specific cause<\/p>\n<\/dd>\n

unconditioned reinforcers and punishers<\/dfn><\/dt>\n
\n

reinforcers and punishers that acquire their effectiveness through genetic mechanisms (e.g., food, water, painful stimuli, etc.)<\/p>\n<\/dd>\n

unconditioned response (UR)<\/dfn><\/dt>\n
\n

response elicited by a stimulus (US) as the result of heredity <\/p>\n<\/dd>\n

unconditioned stimulus (US)<\/dfn><\/dt>\n
\n

stimulus that elicits a response (UR) as the result of heredity<\/p>\n<\/dd>\n

universality of human facial expressions<\/dfn><\/dt>\n
\n

the following facial expressions have been found across many cultures: happy, sad, contempt, fear, disgust, anger and surprise<\/p>\n<\/dd>\n

Unusual Uses Test<\/dfn><\/dt>\n
\n

an assessment of creativity in which one is asked to list as many uses as possible for different objects<\/p>\n<\/dd>\n

variable interval schedule<\/dfn><\/dt>\n
\n

the opportunity for reinforcement is available after an average amount of time since the previous reinforced response<\/p>\n<\/dd>\n

variable ratio schedule<\/dfn><\/dt>\n
\n

reinforcement occurs after an average number of responses<\/p>\n<\/dd>\n

warning stimulus<\/dfn><\/dt>\n
\n

stimulus that signals a behavior will be punished (followed by an aversive event)<\/p>\n<\/dd>\n

weaning<\/dfn><\/dt>\n
\n

gradually transitioning an infant from liquid to solid foods<\/p>\n<\/dd>\n

Weber\u2019s Law<\/dfn><\/dt>\n
\n

there is a constant ratio between the size of a stimulus and the amount of change in value required to notice a difference (the jnd); for example, if the ratio is one-tenth, you would need to increase a 10-inch line by one inch and a 20-inch line by two inches to notice the difference<\/p>\n<\/dd>\n

Wechsler Adult Intelligence Scale (WAIS)<\/dfn><\/dt>\n
\n

intelligence test separating performance on verbal and non-verbal tasks<\/p>\n<\/dd>\n

win-stay, lose-shift<\/dfn><\/dt>\n
\n

If correct on the first trial of a two-choice discrimination problem, one continues to choose the same stimulus; if incorrect, one switches to the other possibility<\/p>\n<\/dd>\n

zone of proximal development<\/dfn><\/dt>\n
\n

behavior that a child is ready to learn<\/p>\n<\/dd>\n<\/dl>\n","protected":false},"author":504,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"back-matter-type":[37],"contributor":[],"license":[],"class_list":["post-3673","back-matter","type-back-matter","status-publish","hentry","back-matter-type-glossary"],"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/wp-json\/pressbooks\/v2\/back-matter\/3673","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/wp-json\/pressbooks\/v2\/back-matter"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/wp-json\/wp\/v2\/types\/back-matter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/wp-json\/wp\/v2\/users\/504"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/wp-json\/pressbooks\/v2\/back-matter\/3673\/revisions"}],"predecessor-version":[{"id":3674,"href":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/wp-json\/pressbooks\/v2\/back-matter\/3673\/revisions\/3674"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/wp-json\/pressbooks\/v2\/back-matter\/3673\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/wp-json\/wp\/v2\/media?parent=3673"}],"wp:term":[{"taxonomy":"back-matter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/wp-json\/pressbooks\/v2\/back-matter-type?post=3673"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/wp-json\/wp\/v2\/contributor?post=3673"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/thescienceofhumanpotential\/wp-json\/wp\/v2\/license?post=3673"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}