NCEA L3 Psychology key terms

Stating exactly how a variable will be measured or manipulated in a study, such as defining 'stress' as a score on a 10-item self-report scale, so the research can be repeated and checked.

The factor a researcher deliberately changes or selects between conditions in an experiment, so its effect on the measured outcome can be observed.

The outcome a researcher measures in an experiment; it is expected to change in response to the independent variable.

An uncontrolled factor that varies alongside the independent variable and could plausibly explain the results, weakening any claim that the manipulation caused the outcome.

Placing participants into experimental conditions by chance, which spreads individual differences evenly across groups and reduces bias from pre-existing characteristics.

A comparison group that does not receive the treatment or manipulation of interest, providing a baseline against which the experimental group's results can be judged.

The consistency of a measurement or procedure, meaning it produces similar results when repeated under the same conditions or across different observers.

The extent to which a study or measure actually assesses what it claims to assess, and supports the conclusions drawn from it.

The degree to which two or more independent observers or scorers agree when assessing the same behaviour or responses, indicating a consistent measurement procedure.

Gaining participants' voluntary agreement to take part after explaining the study's purpose, procedures, risks and right to withdraw, in language they can understand.

Participants' entitlement to leave a study at any point, and to have their data removed afterwards, without penalty or pressure to continue.

A post-study explanation given to participants that reveals the true aims, explains any deception, and checks they leave without lingering distress or misunderstanding.

A statistic, usually between -1 and +1, summarising the strength and direction of a linear relationship between two measured variables; it does not establish causation.

A judgement that an observed result is unlikely to have arisen by chance alone, conventionally when the probability of that result under the null hypothesis is below a set threshold.

A specialised cell that receives, integrates and transmits electrochemical signals, forming the basic unit of communication in the nervous system.

A chemical released from the end of a neuron that crosses a synapse and binds to receptors on another cell, exciting or inhibiting it.

The small gap between two neurons where chemical signals pass from the presynaptic cell to the postsynaptic cell, allowing communication without direct physical contact.

A brief electrical impulse that travels along a neuron's axon when stimulation passes a threshold, transmitting information rapidly over long distances.

The process by which a neurotransmitter is reabsorbed by the neuron that released it, ending its effect in the synapse and recycling the chemical for later use.

The brain's ability to reorganise its connections and structure in response to experience, learning, injury or environmental change, especially during development.

A set of interconnected brain structures, including the amygdala and hippocampus, involved in emotion, motivation and memory formation.

An almond-shaped structure in the temporal lobe that is heavily involved in detecting threats and generating emotional responses, particularly fear.

A structure in the medial temporal lobe essential for forming new long-term memories and for spatial navigation.

The front region of the frontal lobes that supports planning, decision-making, impulse control and other complex, goal-directed thinking.

A thick bundle of nerve fibres connecting the left and right cerebral hemispheres, allowing them to exchange information.

A limited-capacity system that temporarily holds and manipulates information for tasks such as reasoning, comprehension and problem-solving.

A mental framework built from past experience that organises knowledge and guides how new information is interpreted, stored and recalled.

In Piaget's theory, fitting new information into an existing mental framework without changing that framework.

In Piaget's theory, altering an existing mental framework, or creating a new one, when new information does not fit what is already known.

The understanding that objects continue to exist when they are out of sight, a milestone typically developing toward the end of infancy.

The initial process of converting sensory information into a form the memory system can store and later retrieve.

Learning in which a neutral stimulus comes to trigger a response after being repeatedly paired with a stimulus that already produces that response.

Learning in which behaviour is shaped by its consequences, becoming more likely when reinforced and less likely when punished.

Any consequence that increases the likelihood of the behaviour it follows, either by adding something desirable or removing something unpleasant.

Changing one's beliefs or behaviour to match the perceived norms of a group, often in response to real or imagined social pressure.

Following a direct instruction or order from a person in a position of authority, even when the request conflicts with one's own judgement.

Shared, often unwritten rules about how group members are expected to behave in particular situations, which guide and constrain conduct.

The tendency for people to be less likely to help someone in need when other people are present, with helping decreasing as group size grows.

A reduction in individual felt responsibility for acting that occurs when others are present, because each person assumes someone else will intervene.

The process of explaining the causes of one's own or another person's behaviour, typically by attributing it to internal traits or external circumstances.

The tendency to overestimate personality-based explanations for other people's behaviour while underestimating the influence of their situation.