Psychology Terms Starting With 'A'

Browse through our collection of psychological terms and their definitions.

Terms Starting with "A"

2346 terms
adaptation

adaptation n. 1. adjustment of a sense organ to the intensity or quality of stimulation, resulting in a temporary change in sensory or perceptual experience, as in visual adaptation when the pupil of the eye adjusts to dim or bright light. 2. reduced responsiveness in a sensory receptor or sensory system caused by prolonged or repeated stimulation. The adaptation may be specific, for example, to the orientation of a particular stimulus. Also called sensory adaptation. 3. modification to suit different or changing circumstances. In this sense, the term often refers to behavior that enables an individual to adjust to the environment effectively and function optimally in various domains, such as coping with daily stressors. It is also applied more widely, for example, in ergonomics, to denote a system that alters information presentation, interface design, or output according to the capabilities or characteristics of the user, system, or environmental state. Compare maladaptation. 4. adjustments to the demands, restrictions, and mores of society, including the ability to live and work harmoniously with others and to engage in satisfying social interactions and relationships. Also called social adaptation. 5. the modification of an organism in structure or function that increases its ability to reproduce successfully and its offspring’s ability to survive and reproduce successfully. 6. in Piagetian theory, the process of adjusting one’s cognitive structures to meet environmental demands, which involves the complementary processes of assimilation and accommodation. —adapt vb. —adaptational adj. —adaptive adj.

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aggression

aggression n. behavior aimed at harming others physically or psychologically. It can be distinguished from anger in that anger is oriented at overcoming the target but not necessarily through harm or destruction. When such behavior is purposively performed with the primary goal of intentional injury or destruction, it is termed hostile aggression. Other types of aggression are less deliberately damaging and may be instrumentally motivated (proactive) or affectively motivated (reactive). Instrumental aggression involves an action carried out principally to achieve another goal, such as acquiring a desired resource. Affective aggression involves an emotional response that tends to be targeted toward the perceived source of the distress but may be displaced onto other people or objects if the disturbing agent cannot be attacked (see displaced aggression). In the classical psychoanalytic theory of Sigmund Freud, the aggressive impulse is innate and derived from the death instinct, but many non-Freudian psychoanalysts and most nonpsychoanalytically oriented psychologists view it as socially learned or as a reaction to frustration (see frustration–aggression hypothesis). See also pathological aggression. Aggression among nonhuman animals also exists, involving direct physical attack by one on another or the threat of such attack. Over the years, different researchers have identified different types of animal aggression based on such considerations as the members involved (e.g., intraspecific or interspecific), the apparent intent (e.g., offensive or defensive), or the stimuli eliciting them. One of the most influential classification schemes has been that proposed in 1968 by U.S. physiological psychologist Kenneth Evan Moyer (1919–2006). It describes predatory aggression to obtain food and the converse antipredatory aggression, territorial aggression to repel intruders from an area, intermale aggression against a competitor, fear-induced aggression, irritable aggression in response to pain or deprivation of an item required for survival, sexual aggression to secure mates, maternal aggression to protect young offspring, and instrumental aggression. See also dominance aggression. —aggressive adj.

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amphetamines

amphetamines pl. n. a group of synthetic drugs (substituted phenylethylamines) that stimulate the reticular formation in the brain and cause a release of stored norepinephrine. The effect is a prolonged state of arousal and relief from feelings of fatigue (see CNS stimulant). Amphetamines were introduced in 1932 for a variety of clinical uses. During World War II, they were widely dispensed to combat soldiers to enable them to remain alert for periods of up to 60 hours. Tolerance develops progressively with continued use until the individual reaches a point of exhaustion and sleeps continuously for several days. Amphetamine abuse can result in dependence and a well-defined state of psychosis (see amphetamine dependence; amphetamine-induced psychotic disorder). Although widely used in the past for weight loss, relief of depression, and other indications, modern use of amphetamines is more circumscribed because of their adverse effects. They are now used mainly in short- and long-acting preparations to manage symptoms of attention deficit/hyperactivity disorder and to treat certain cases of severe depression or narcolepsy, and they still maintain a military use in the management of fatigue. Amphetamines include amphetamine itself (the prototype), dextroamphetamine, and methamphetamine. Related drugs, with a similar mode of action but different molecular structure, include methylphenidate. In addition, some forms and derivatives (including DOM, MDA, and MDMA) have been manufactured as recreational hallucinogenic drugs.

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aphasia

aphasia n. an acquired language impairment that results from brain damage typically in the left hemisphere. Common causes of damage include stroke, brain tumors, and cortical degenerative disorders (e.g., Alzheimer’s disease). Traditionally, a distinction has been made between expressive and receptive forms of aphasia, whereby individuals with the former primarily have difficulty producing spoken and written language and those with the latter primarily have difficulty comprehending spoken and written language. A more contemporary distinction, however, is commonly made between fluent aphasias, characterized by plentiful verbal output consisting of well-articulated, easily produced, but inappropriate or meaningless utterances of relatively normal length and prosody (rhythm and intonation), and nonfluent aphasias, characterized by sparse, effortful utterances of short phrase length and disrupted prosody. Fluent aphasias are associated with posterior lesions that spare cortical regions critical for motor control of speech, whereas nonfluent aphasias are associated with anterior lesions that compromise motor and premotor cortical regions involved in speech production. Numerous types of aphasia exist, with eight classically identified: anomic aphasia, Broca’s aphasia, conduction aphasia, global aphasia, mixed transcortical aphasia, transcortical motor aphasia, transcortical sensory aphasia, and Wernicke’s aphasia. Also (but much less preferably) called dysphasia. —aphasic adj.

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attribution theory of leadership

attribution theory of leadership 1. a model of leadership emergence and evaluation that assumes that individuals make inferences about leadership ability by observing and interpreting certain environmental and behavioral cues. Like leader categorization theory, this theory assumes that followers respond more positively to a leader who displays the qualities and behaviors that match their implicit leadership theories. See also leader prototype; leadership theories. [proposed in 1982 by U.S. industrial and organizational psychologists Robert G. Lord (1946–  ), Roseanne J. Foti (1954–  ), and James Steven Phillips] 2. a model that suggests leaders observe their followers’ behavior, make inferences about the causes of that behavior (i.e., whether it is the result of internal, personal factors or of external, circumstantial ones), and then respond on the basis of those inferences. For example, a manager who makes an internal attribution by concluding that an employee’s poor performance on a recent project was due to some characteristic of that person (e.g., lack of motivation) is likely to decide on a harsher disciplinary action than if he or she made an external attribution by concluding the poor performance was due to the situation (e.g., a rushed completion schedule). [proposed in 1979 by U.S. social psychologist Stephen G. Green (1945–  ) and U.S. industrial and organizational psychologist Terence R. Mitchell (1942–  )]

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atypical antipsychotic

atypical antipsychotic a class of antipsychotic drugs used in the treatment of schizophrenia, delusional disorders, and other disorders characterized by psychotic symptoms, including psychotic bipolar mania. Atypical antipsychotics are also used to treat aggression associated with autism and as adjunctive agents in the treatment of some nonpsychotic conditions, such as obsessive-compulsive disorder, explosive disorder, and severe depression. They are dopamine-receptor antagonists and also block the effects of serotonin at 5-HT2A receptors. They have additional actions at other neurotransmitter receptors but are not identical in these additional actions. The prototype of the group is clozapine; others in current clinical use include aripiprazole, asenapine, iloperidone, lurasidone, olanzapine, quetiapine, risperidone, and ziprasidone. Compared with conventional (typical or first-generation) antipsychotics, atypical antipsychotics produce fewer extrapyramidal symptoms, are less likely to alter serum levels of prolactin, and appear to be less likely to cause tardive dyskinesia, all of which are significant adverse effects of the conventional drugs. However, they have been associated with metabolic effects, such as obesity, diabetes, and high cholesterol. In addition, extreme hyperglycemia, sometimes associated with diabetic ketoacidosis or hyperosmolar coma or death, has been reported. Clozapine use is also associated with agranulocytosis; later atypical antipsychotics (e.g., olanzapine) do not have this side effect. Also called novel antipsychotic; second-generation antipsychotic.

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