Psychology Terms Definitions

Search by alphabet

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z

Latest Definitions

  • Disorder

    In psychology, a disorder is a condition that affects a person’s thinking, feeling, or behavior such that someone’s daily life is significantly disturbed or affected by distress. Disorders aren’t passing struggles or everyday challenges; they are persistent patterns and often hinder someone’s ability to function in work, school or relationships.

    Mental disorders can be very extensive, such as anxiety disorders, mood disorders such as depression, or even more complex disorders such as schizophrenia. They are typically diagnosed according to recognized criteria, such as those described in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR). While the causes of disorders can vary, they are often a combination of biological, genetic, and environmental factors. Diagnosis and treatment of disorders are important for guiding interventions that will promote well-being and quality of life.

  • Experiment

    An experiment is a psychological study used to explain cause and effect relationships. It is the technique of carefully varying conditions of an experiment so that the effects of changing one of the factors (independent variable) on another of the factors (dependent variable) can be observed. For example, a researcher may vary the amount of time a participant sleeps to observe the effect on memory performance. By utilizing control groups, random assignment, and standardized protocols, experiments contribute to limiting bias and enhancing accuracy. The reason this experimental procedure is important is because it provides psychologists with a way to move beyond mere observation and to test a specific hypothesis about behavior and psychology. However, areas of learning, emotion, decision making, and social influence have been studied with experiments. They are one of the most reliable methods for collecting evidence and they form the core of knowledge construction in the field of psychology.

  • Predisposition

    In psychology, predisposition is a tendency, inclination or a susceptibility to developing a disorder or disease that can make a person more likely to think, feel or behave in specific ways. That does not mean that it is certain that you will always have the result, but it makes it more likely to occur.

    Predispositions can be genetic, meaning they are passed down, or they can be environmental, meaning they originate from the environment, such as upbringing or life experiences. For instance, a person may be genetically susceptible to anxiety but whether it manifests itself depends on stress or life events. Likewise, those tendencies toward optimism or creativity may be influenced by family and culture. Knowledge of predispositions helps to explain inter-individual differences in response to the same situation. It also demonstrates how both biology and environment interact with one another to influence behavior and mental health outcomes.

  • Conscious

    Conscious means the condition of being conscious or aware of yourself and of objects around you. In the context of psychology, it refers to the aspect of the mind that contains thoughts, feelings and experiences that we consciously access and reflect on. For instance, when you’re deciding what to eat or recalling a conversation or paying attention to the things around you, you are using your conscious mind.

    This notion is at the heart of many psychological theories, in particular when deciding how awareness drives behavior and decision-making. Freud’s ideas referred to consciousness as the ‘tip of the iceberg’, and a lot of what we think goes on below the level of our awareness. Modern research also deals with consciousness in terms of brain activity, analyzing how attention, perception, and awareness interact with one another. Being conscious is not only about being awake, but also about being able to focus, process information and make decisions. It is what makes it possible for people to be engaged with the world in a meaningful way and to take intentional steps in their daily lives.

  • Free Association

    Free association is a psychological technique that was originally developed by Sigmund Freud as part of psychoanalysis. It’s a basic process in psychoanalysis where a person says whatever is on his mind, without any inhibition, no matter how random, embarrassing or unrelated it may seem.

    The purpose is to get past conscious control and uncover hidden thoughts, feelings, or memories that may be affecting behavior. By getting the words flowing, therapists can tap into unconscious conflicts, unresolved experiences or feelings that the person may not be fully conscious of. Often this approach is used to gain insight into the deeper layers of the mind, and to make connections between current difficulties and past experiences. Free association has also proved useful in demonstrating how thoughts are connected, providing insight into patterns of thought. Today it is not as commonly used as it was in Freud’s time, but it can still be found in modern psychotherapy by examining internal experiences and unconscious processes.

  • Cognitive psychology

    Cognitive psychology is the branch of psychology that researches how the mind works. It is concerned with mental activity like learning, memory, problem solving, decision making, and language. Cognitive psychology has been influenced by some major founders who defied behaviorism by emphasizing mental processes. The field was defined by Ulric Neisser, commonly known as the father of cognitive psychology, in 1967. Jean Piaget made his contribution in the form of his cognitive development theory in children, and Noam Chomsky brought revolution in the study of language by criticizing the behaviorist perspectives. Combined, these personalities formed the basis of research into human perception, cognition, memory and learning. Unlike behaviorism, which observes mostly outward behavior, cognitive psychology probes further into the inner workings of the mind to understand why people think the way they do. A widely accepted view in this community is that the mind is like a computer, receiving information, processing it, storing it and then at a later date recalling it as needed. This view is a way of explaining how people create and use knowledge in their everyday lives. Cognitive psychology has also been used in other fields, such as education, therapy, and artificial intelligence, which show that it can be applied in many different areas. By understanding how people think, this field allows us to understand how people interpret the world, make decisions, and develop behaviors that shape our everyday lives.

  • Cognition

    Cognition is the general term used in psychology to refer to mental activities associated with the acquisition of knowledge and understanding. It involves thinking skills such as memory, learning, reasoning, problem-solving, and decision-making.

    In simple terms, cognition is a mind’s ability to process information by taking it in, processing it, and then using it to drive behavior. For example, when you solve a puzzle, remember a memory or plan your day, you are engaging in cognitive processes. Cognition is sometimes compared to information processing, as if a computer processes information, although in a far more flexible and complex manner. Cognition is at the core of every day functioning, where individuals rely on cognitive abilities to comprehend the world, make decisions, and adapt to new circumstances.

    Research in this field has also highlighted how other factors such as attention, emotions and environment influence our thinking. By understanding cognition, psychology contributes to our understanding of how individuals learn, develop, and interact with the world around them.

  • Schema

    A schema, as used in the field of psychology, is a cognitive map that humans use to structure and interpret information. It is a type of mental shortcut that helps us to quickly make sense of the world based on our previous experiences and knowledge.

    For instance, when you enter a restaurant, you already have a schema of what to expect. You wait to get seated, you look at a menu, you order food, and then you eat. Schemas also can be used to shape our expectations and help us respond efficiently in familiar situations. However, they also have the potential to lead to biases, as people may cling to existing schemas and dismiss new or different information. Psychologists such as Jean Piaget identified schemas as playing a major role in how children learn and develop, demonstrating how these mental frameworks grow and evolve with experience. Overall, schemas affect perception, memory, and behavior by influencing our processing of the world and our responses to it.

  • Adolescence

    Adolescence is a stage of development which starts with puberty (8 to 12 years) and ends around the age of 20 to 24. This period varies depending on when the person is mature enough physiologically or neurologically. In this stage there are extreme changes in developmental domains including biological, psychosocial, emotional and cognitive changes. Noticeable changes occur in body image, sexual characteristics, ability to think abstractly, evaluate reality hypothetically and decision making. Adolescence is often divided into 3 different stages: early adolescence, middle adolescence and late adolescence.

  • Culture

    Culture is defined as the characteristic behaviors and attitudes of a society or a group within a society. These behaviors can include but are not limited to shared traditions, rituals, beliefs, values and religions. These attitudes and behaviors are passed down to generations within a social group. Culture can also form in groups based on their shared identity such as socioeconomic class, gender or ethnicity.