• PŘílOHA
slov, sofistikovanější metodou prezentace těch samých dat v grafické
nulová hypotéza Předpoklad,
že nezávislá proměnná nemá vliv
na závislou proměnnou.
TABULKA A.l Jednoduché
zpracování dat:
testová sl<óre dvou sl<upin
Nízká incentiva Vysoká incentlva
4 6
6 4
2 10
7 10
6 7
8 10
3 6
5
2
7
5
3 9
5 9
9 3
5 8
695
podobě histogram četností Grafické
je histogram četností (viz obrázek A,l). znázornění dat, kdy se za použití
Sestavení histogramu je snadné. Nejdřív si rozdělíme škálu, na níž měříme barevných pruhů zastupujících četnost
závislou proměnnou (v tomto případě to jsou správná řešení) na odpovídají- různých hodnot prezentuje jejich
cí počet kategorií, čili dílkú. V našem příkladě máme dílky 1-2, 3-4, 5-6, 7-8 výskyt v rámci souboru dat.
a 9-10. Poté každý výsledek, čili hrubé skóre, zařadíme do příslušné kategorie
(například výsledek probanda, ktelý dosáhl pěti správných odpovědí, bude
zařazen do kategorie 5-6; výsledek probanda, který dosáhl osmi správných
odpovědí, bude zařazen do kategorie 7-8 a podobně). Následně spočítáme
skóre v každé kategorii a v příslušné výšce na svislé ose zakreslíme výsledek.
Seřazením jednotlivých kategorií za sebou získáme celkový přehled, onen his-
togram četností.
Vzhledem k tomu, že potřebujeme výsledky obou skupin porovnat, máme A. Nízká incentiva
na obrázku A.1 uveden histogram pro obě skupiny zvlášť. Konečně víme víc,
7
než jsme mohli vyčíst z tabulky: Vyšších skóre dosáhlo více probandú ze sku-
6
piny vyšší incentivy než z druhé. =
)~ 5
Histogramy a další metody grafického zobrazování nám pomáhají, aby- ,l!:!
STATISTIKA V PSYCHOLOGICKÉM VÝZKUMU chom si data dokázali lépe představit a abychom jim i lépe porozuměli. Ani ~ 4
3
.ii;
to však nestačí, statistické zpracování obnáší mnohem více. Nyní totiž potře­ ~
bujeme posoudit, zda se histogramy liší pouze dojmem, nebo i statisticky. )~ 2
Každý den se setkáváme s tvrzeními, za nimiž stojí statistika. V osobním živo- K tomuto účelu nám posloUŽí popisná statistika. CL. 1
tě, ve zprávách a všude jinde se setkáváme s prúměry, procenty, pravděpo­ O
dobností, souvislostmi či korelacemi, s odchylkami. Statistiku prostě potřebu­ Kategorie skóre
jeme, doprovází nás takřka na každém kroku, ať čteme nějaký populární nebo
B. Vysoká incentiva
ryze odborný časopis či denní tisk. POPISNÁ (DESKRIPTIVNí) STATISTIKA
7
Statistika je pochopitelně dúležitá i v psychologii, je jí potřeba při zpraco- Popisná (deskriptivní) statistika se používá k základnímu zpracování dat. Její
vání a interpretaci získaných dat z výzkumú, studií a experimentú. V 1. kapi- 6
pomocí l) měříme počet pozorování, 2) zjišťujeme typickou hodnotu v sou- =
tole jsme si uvedli některé pojmy související s popisnou (deskriptivnO statisti- boru dat, 3) zjišťujeme rozložení, čili variabilitu dat, 4) dospíváme ke korela- :~ 5
kou - početní údaje sloužící k popisu a prezentaci dat - i s analytickou (infe- ci mezi dvěma soubory dat. ~ 4
renčnO, která se vztahuje k matematickým postupúm a metodám, jejichž .§! 3
lil"
pomocí se z dat vyvozují dúsledky a činí se deduktivní úvahy, co znamenají. )~ 2
Velikost vzorku Nejjednodušší statistický výsledek, který se označuje N,
Nyní se seznámíme s podrobnějšími metodami statistické analýzy, abyste lépe CL.
1
představuje počet pozorování v rámci souboru dat. Například v tabulce A.1
pochopili, jak se výzkumná data zpracovávají.
pro každou skupinu platí N=13, tedy 26 pro celý soubor dat. Je to sice jed- O
Kategotie skóre
, noduchý údaj, avšak ve složitějších statistických výpočtech hraje nezastupi-
telnou roli. _1-2 _7-8
,• POPIS DAT _3-4 l...-...- 9-10
Střední hodnoty Podívejte se na histogramy na obrázku A.1 a hned uvi- 'I;!Wlil! 5-6
díte, že mezi oběma skupinami je rozdíl. Jenže otázka zní, jak je velký? Jaká Obr. Al Histogramy četností Výška pruhu
Představte si, že probíhá experiment zjišťující účinky vnějších pobídek Oncen-
je typická, čili střední hodnota každé skupiny? K dispozici máme tři postupy: znázorňuje celkový počet správných výsledků
tiv) na výkon. Experimentátor předloží dvěma skupinám probandú seznam
modus, medián a prúměr. Modus je hodnota, která se vyskytuje nejčastěji. v dané kategorii. Výsledná podoba grafu zobrazuje
úkolú a každá je musí ve vymezeném čase vyřešit. První skupina dostane za
Medián je hodnota prostřední položky, tedy padesátý percentil. Když uspo- rozložení výsledků.
každou správnou odpověď deset centů (nízká incentiva), druhá získá deset
řádáme výsledky od nejnižšího po nejvyšší, bude medián přesně veprostřed.
dolarú (vysoká incentiva). Při výzkumu se ověřuje nulová hypotéza, tedy
Aritmetický průměr je prúměrně dosahovaná hodnota. Zjišťuje se tak, že se
předpoklad, že nezávislá proměnná, s níž experimentátor manipuluje, nebude
sečtou hodnoty všech výsledkú a vydělí se počtem výsledků.
mít žádný vliv na závislou proměnnou. V tomto případě hypotéza zní, že výše
incentivy (nezávislá proměnná) nijak neovlivní výkon (závislá proměnná).
Variabilita Variabilita čili proměnlivost skóre v souboru dat, muze mít
Předpokládejme, že výzkumník získal vzorek probandú, náhodně je roz-
stejně důležitou výpovědní hodnotu jako střední hodnoty. JSou výsledky roz-
dělil do dvou skupin a jednoduše řečeno udělal, co bylo v jeho silách, aby
ložené rovnoměrně, nebo jsou někde nahuštěné a jinde jsou samé nuly? Vari-
zabránil púsobení negativních vlivú, o nichž jsme hovořili v 1. kapitole. Expe-
abilitu múžeme uvádět ve dvou podobách. Jsou jimi rozptyl a směrodatná
riment se zrealizoval, nyní má na stole data: seznam správných odpovědí kaž-
odchylka.
dého probanda. Nyní ke slovu přichází první statistický krok, a sice popsat
data srozumitelným zpúsobem. Rozptyl je rozdíl mezi nejvyšším a nejnižším skóre v souboru dat. Napří­
klad v tabulce A.1 je rozptyl skupiny nízké incentivy 9 - 2 = 7, ve skupině
vysoké incentivy dospějeme k výsledku 10 - 3 = 7.
Směrodatná odchylka (SO) uvádí průměrný odklon každého výsledku od
HISTOGRAM ČETNOSTí prúměru. Podívejme se na tabulku A.2 a zkusme si ji podle uvedených dat
vypočítat. Postupuje se následovně: 1) spočítejte aritmetický prúměr (v tomto
Nejjednodušší zpracování dat nabízí například tabulka A.1, v níž jsou uvede-
případě je to 20 : 5 = 4), 2) spočítejte odchylku (O), čili odklon každého skóru
na skóre třinácti probandů ze skupiny nízké incentivy a třinácti probandú ze
od prúměru tak, že od každého skóre odečtete prúměr (viz druhý sloupec
skupiny vysoké incentivy. Data jsou zobrazena jako seznam. Při prvním
tabulky A.2), 3) spočítejte prúměr odchylek. Všimněte si, že pokud jste počí­
pohledu vás možná napadne, že skupina vysoké incentivy si vedla lépe,
tali aritmetický prúměr, pak byste při spočítání součtu odchylek dospěli
ovšem pozor, se závěry nespěchejme. Grafické zobrazení má hodnotu tisíce
696 • PŘílOHA • PŘílOHA 697

normální rozložení Symetrické TABULI(A A.2 Výpočet směrodatné odchyll<y TABULKA A.3 Výpočet I<orelačního I<oeficientu percentilová hodnota Procento
rozložení skóre, ve kterém aritmetický jedinců nebo pozorování, které spadá
průměr, medián a modus mají stejnou
Hrubá skóre Odchylka [Krok Bl pod úroveň daného skóru
hodnotu. Tabulka A.2 Výpočet Proband Test 1 Test 2 (x-M,).(y-M,) při normálním rozložení.
2 2 - 4 =-2 4
směrodatné odchylky
2 2 - 4 =-2 4 (1 - 3) x (3 - 4) = (-2) x (-1) = +2 standardní skóry Hodnota
A 1 3
3 3-4=-1 1 (1 - 3) x (3 - 4) = (-2) x (-1) = +2 udávající vzdálenost (ve směrodatné
B 1 3
4 4-4=0 O (4-3) x (5-4) = (1) x (1) = +1 odchylce) mezi skórem a průměrem
C 4 5
9 9 - 4 =5 25
D 6 5 (6 - 3) x (5 - 4) = (3) x (1) = +3 všech skórů v daném souboru dat.
Průměr: 20/5 = 4 I O' =34

Směrodatná odchylka = fl =f f = -{6] = 2,6

[Krok Al
[Krok
M, = 3
Cl I(x - M,)2 = 4 + 4 + 1 + 9 = 18
My = 4 I(x - M,) x (y - My) = +8

[Krok Dl I(y - My)2 = 1 + 1 + 1 + 1 = 4

k závěru, že záporné hodnoty odchylek vyvažují kladné, tudíž je výsledný
rozdíl roven nule. Kolem průměru se pochopitelně vyskytují i jiné druhy [Krok El r= Ill-M,)(y-My) _ 8 _ 8 8
odchylek, například se počítá směrodatná odchylka tak, že se odchylka '" III - M,ll IlY - Myf - -{jW - -{ff = 8.48 = +0,94
umocní na druhou (všechny záporné hodnoty tak zmizO, mocniny se sečtou,
vydělí se N a výsledek se odmocní. Tento jednoduchý postup je uveden
v tabulce A.2. Přiskóru na úrovni dvou směrodatných odchylek nad průměrem se jedná o
percentil 97,5, protože se nad danou hodnotou při normálním rozložení
Normální rozložení Známe tedy histogramy četností, seznámili jsme se nachází jen 2,5 procenta populace.
s některými postupy popisné statistiky, tudíž bychom si měli uvést souvislos- Skóry lze zobrazovat i podle vzdálenosti směrodatné odchylky od průmě­
ti s prezentováním dat výzkumů, o nichž jsme v učebnici mluvili. ru. Tímto způsobem dospíváme ke standardnÚll skórům. Standardní skór
Po sběru
dat a jejich zanesení do histogramů získávají výzkumníci obrázek 1,5 pak představuje směrodatnou odchylku od průměru ve výši 1,5.
připomínající výsledky skupin nízké incentivy našeho vzorku, který je zná-
zorněn na obrázku A.1. Znamená to, že většina hodnot spadá do středového Korelace Histogramy, střední hodnoty a variabilita popisují vlastnosti vždy
pásma a směrem ke krajům výskyt ubývá. V situaci, kdy máme k dispozici jedné proměné. Jenže psychologové nezřídka potřebují zjistit, jaký je vztah
rozsáhlý soubor dat a navíc zvolíme vysoký počet kategorií (například každá mezi dvěma proměnnými. Pro tyto účely pracují s korelacemi. V 1. kapitole
hodnota má vlastní kolonku), aby bylo rozlišení co nejpodrobnější, dospěje jsme si vysvětlili význam korelačního koeficientu, nyní se naučíme, jak se
histogram do jakési vyhlazené podoby připomínajícízvon. Tomuto tvaru říká- spočítá.
me nonnální rozložení či též Gaussova křivka. Je uvedeno na Připomeňme si, že korelace jsou založeny na vztahu mezi dvěma soubory
A. Normální rozložení představující upravené obrázku A.2. V typickém případě pak má modus, medián i arit- numericky vyjádřených dat, která příslušejí každému prvku či jedinci pozo-
zpruměrnění histogramu četností metický průměr stejnou hodnotu. Směrodatná odchylka pak rování. Dané číslo například představuje tělesnou hmotnost, výšku postavy
vypovídá o tom, v jaké pozici se každé skóre nachází vůči zbylé nebo hodnotu IQ rodiče a dítěte. V tabulce A.3 jsou zobrazeny tyto druhy dat
části dat. u čtyř probandů z výzkumu zjišťUjícího vliv incentiv, kteří podstoupili test
Příkladem jsou skóre testů inteligence. Ve 12. kapitole jsme si dvakrát (ze 12. kapitoly si možná vybavíte, že korelace mezi jejich skóry
uvedli, že výsledky IQ představují ono zmíněné normální rozlo-
žení, přičemž medián, modus a aritmetický průměr mají hodno-
tu 100 a směrodatná odchylka je 15 (viz obrázek A.2B). V přípa­ r= III - M,)(y - Myl
dě takovéhoto rozložení má polovina populace IQ vyšší než 100
'" III - M,f IlY - M yll
a polovina nižší než 100. Ze zvonovitého tvaru vyplývá, že šede-
sát osm procent všech pozorování spadá do rozmezí jedné smě- představuje reliabilitu test-retest). Vzoreček pro výpočet Pearsonova korelač­
B. Normální rozdělení ln rodatné odchylky od průměru. V případě IQ je to tedy tak, že ního koeficientu zní:
šedesát osm procent populace má IQ v rozmezí 85 (100 - 15) a Přičemž:
95% skóre
115 (100 + 15). Zbývajících třicet dva procent populace je roz-
95% skóre x = každý skór při proměnné 1 (v tomto případě je to test 1)
děleno na dvě poloviny, přičemž první má IQ vyšší než jedna
68% skóre směrodatná odchylka a druhá nižší než jedna směrodatná y = každý skór při proměnné 2 (v tomto případě je to test 2)
odchylka. Danou úvahou jsme dospěli k závěru, že šestnáct pro- Mx = průměr skórů při proměnné 1
cent populace má IQ vyšší než 115 a šestnáct procent nižší než My = průměr skórů při proměnné 2
85.
Hlavním úkolem jmenovatele v tomto vzorci je zajistit, aby se korelace
Normální rozložení je i základ pro výpočet percentilů. Per- pohybovala v rozmezí +1,00 až -1,00 bez ohledu na rozsah porovnávaných
centilové hodnoty vymezují procento jedinců nebo pozorová- hodnot.
ní spadající pod vymezený skór při normálním rozložení. Na
~'-
Aktivním prvkem vzorce je čitatel. Jedná se totiž o výsledek násobení hod-
obrázku A.2B je průměrný skór (rovnající se mediánu) v bodě,
-3 -2 -1 O +1 +2 +3 not, jimiž se liší každé ze dvou pozorování (x a y) od průměru svého rozlo-
který je na padesátém percentilu. Průměr normálního rozložení
Standardní odchylky žení (Mx a My). Všimněte si, že pokud si odpovídají (pokud je jedna vysoká
je tedy na padesátém percentilu. A co z toho vyplývá pro IQ?
a druhá také a obráceně), pak platí tendence, že buď obě budou nad úrovní
55 70 85 100 115 130 145 Pokud jedinec v testu dosáhne hodnoty jednu odchylku nad prů­
průměru svého rozložení, nebo pod ní. V takovém případě je výsledkem
ln měrem, je jeho skóre v bodě, nad nímž se nachází pouze šest-
(x - Mx) i (y - My) buď kladné, nebo záporné číslo. Výsledek obou hodnot však
Obr A.2 Normální rozložení Řada výzkumných dat má náct procent populace. Znamená to, že osmdesát čtyři procent
vždy bude kladný, což platí i pro korelační koeficient. V případě, kdy jsou
podobu symetrického rozložen í, v němž největší počet hodnot populace (100-16) se nachází pod daným skórem. Řečeno ještě
obě hodnoty protichůdné, například jedna je vysoká a druhá nízká, pak jedna
spadá do středn ího pásma. jinak je skór daného jedince na osmdesátém čtvrtém percentilu.
698
t test Statistický test, jehož pomocí
se posuzuje pravděpodobnost,
že k rozdílům mezi dvěma středními
hodnotami došlo náhodou.
II PŘílOHA
zpravidla sklouzne pod hranici prúměru svého rozložení, což znamena, ze
buď (x - Mx), nebo (y - My) bude mít výslednou hodnotu zápornou a druhý
výsledek bude kladný. Násobení takových výsledkú vždy vyústí v záporné
znaménko, korelační koeficient r tudíž také bude záporný.
Tak, teď si vypočítáme korelační koeficient dat z tabulky A.3. Nejdříve (Krok
A) si spočítáme pruměr (M) každé proměnné. Mx je 3, My má hodnotu 4. Pak
si spočítáme čitatele tak, že zjistíme rozdíl mezi každou hodnotou x a y a jejím
odpovídajícím ptůměrem. Poté výsledky vynásobíme (Krok B). Na uvedeném
příkladu si všimněte, že rozdíly v každé dvojici mají shodné znaménko, takže
korelační koeficient bude kladný. Následně spočítáme položky ve jmenovateli
(Krok CaD). Výsledné hodnoty jsou 18 a 4. Nakonec všechny proměnné dosa-
díme do vzorce a provedeme jednoduché aritmetické výpočty (Krok E). Výsle-
dek se rovná 10,94, což znamená vysokou pozitivní korelaci, z níž vyplývá, že
mezi výkonem v opakovaných testech je úzký vztah. Pokud si tedy proband
I ANALYTICI<Á STATISTIKA
vede dobře v prvním testu, podruhé se mu rovněž bude dařit, a pokud popr-
vé neuspěje, nemá příliš velkou naději na zlepšení ani při opakování.
Pomocí deskriptivní statistiky jsme se z výsledkú testu incentiv dozvěděli, že
se výkon probandú v obou skupinách liší. Jenže nevíme, zda je rozdíl nato-
lik velký, abychom ho mohli považovat za dúležitý. Jedná se o trvalou ten-
denci, nebo to byla náhoda? Výzkumník v tomto případě potřebuje zjistit
míru spolehlivosti, s jakou je rozdíl mezi skupinami podmíněn incentivami,
ovšem nejen v tomto testu, nýbrž na obecné rovině, aby bylo možno nový
poznatek uplatňovat v praxi. Spolehlivost múže zjistit tak, že experiment pro-
vede znovu s novou skupinou probandú. Pokud by skupina byla rozsáhlejší
než ta předchozí a výsledky by byly stejné, spolehlivost by se zvýšila. Psy-
chologové však takový postup, kdy třikrát či čtyřikrát opakují tentýž experi-
ment, využívají jen zřídka. Mají totiž k dispozici analytickou statistiku, jejíž
pomocí zjistí, zda rozdíly byly náhodné. Pracuje s přesnými matematickými
výpočty, na jejichž základě lze posoudit pravděpodobnost,s jakou by při opa-
kování experimentu byly zjištěny podobné (případně shodné) výsledky.
Rozdíly mezi sti;edními hodnotami: t test Jedním z nejdúležitějších
nástrojú analytické statistiky je t test. Umožňuje výzkumníkúm, aby si položi-
li otázku - a následně si ji zodpověděli - nakolik je pravděpodobné, aby byl
rozdíl mezi dvěma pruměry zapříčiněn náhodou, a že se nejedná o účinek
nezávislé proměnné. Pokud se v t testu (či jinou statistickou metodou) zjistí,
že pravděpodobnost náhody je natolik malá (zpravidla nižší než pět procent),
výsledky jsou uváděny jako statisticky významné. Chceme-li provést t test se
statistickou významností, musíme použít tři metody popisné statistiky.
První složka t testu je velikost pozorovaného účinku, tedy rozdíl mezi pru-
měry. Připomeňme si, že prúměr se vypočítá tak, že sečteme všechny skóry
a vydělíme je jejich počtem. V příkladu uvedeném v tabulce A.1 je pruměr sku-
piny vysoké incentivy 94 : 13, tedy 7,23; pruměr druhé skupiny spočítáme
65: 13, je tudíž roven 5. Rozdíl mezi prúměry obou skupin je 7,23 - 5 = 2,23.
Zaclruhé musíme zjistit směrodatnou odchylku skórú každé skupiny. Pokud
budou hodně odlišné, bude velká i směrodatná odchylka, což by znamenalo, že
výsledky do vysoké rnúy podnítila náhoda. Další opakování experimentu by tudíž
přineslo zcela jiné výsledky. Pokud však budou testové skóry v rámci jedné sku-
piny podobné, bude směrodatná odchylka malá, což by znamenalo, že by při opa-
kování experimentu patrně došlo k podobným výsledkúm. Rozdíl mezi skupina-
mi bude na základě těchto úvah významný tehdy, bude-li směrodatná odchylka
v rámci každé skupiny malá. A bude-Ii variabilita dostatečně velká, aby se skóry
obou skupin překrývaly (například v tabulce A.1 je vidět, že někteří jedinci ze sku-
piny nízké incentivy dosáhli lepšího výkonu než někteří jedinci ze druhé skupi-
ny), nebude pruměrný rozdíl, byť by byl velký, statisticky významný.
Zatřetí musíme vzít v úvahu velikost skupiny, N. Čím je totiž počet jedincú či
pozorování vyšší, tím je pravděpodobnější, že zjištěný rozdíl mezi pruměry bude
II PŘílOHA 699
významný. Ve velkých vzorcích totiž náhodné faktory v rámci skupiny - nestan-
dardní výkon probandú, kteří v té době byli ospalí, nervózní, nebo se jim nechtě­
lo spolupracovat - bývají vyrušeny většinou, která lépe zastupuje jedince jako
celek. Tentýž vliv počtu lze pozorovat při házení korunou. Hodíte-li pětkrát, asi
vás nepřekvapí, když v osmdesáti procentech bodú padne hlava. Pokud však
budete mít osmdesátiprocentní výskyt hlav i při stu hodú, už asi začnete tušit,
že to nebude žádná náhoda, že výsledek ovlivňují ještě i jiné faktory, například
poškození mince a podobně. Z téhož dúvodu bývá nízký korelační koeficient -
například mezi dietou a školními známkami - přesto statisticky významný, bude-
li založen na vzorku 50 000 st:udentú. Se zvyšujícím se počtem probandú se sni-
žuje pravděpodobnost, že korelace odráží vliv několika neobvyklých případú.
Abychom si to shrnuli. Čím je rozdíl mezi ptůměry vyšší, tím je vyšší N a
čím je menší směrodatná odchylka, tím více roste t. Tento vzrúst t potom
umožňuje výzkumníkúm dúvěřovat signifikantnosti rozdílú mezi prúměty.
Va ri a čn í ana lýza Valná většina psychologických experimentů ovšem
mívá podstatně složitější princip než porovnávání dvou skupin. Experimen-
tálních a kontrolních skupin bývá více. A některé experimenty pracují s vyš-
ším počtem nezávislých proměnných, nejen s jednou. Představme si, že by
nás v našem příkladu nezajímal jen vliv výše odměny na výkon, nýbrž i vliv
náročnosti řešení. A tak bychom sestavili šest skupin probandú, kteří by řeši­
li snadné, středně těžké a těžké problémy při nízké a vysoké incentivě.
V takovýchto experimentech múže být výsledek zapříčiněn púsobenim incen-
tivy, obtížností řešení nebo kombinací obou faktoru (v takovém případě se jedná
o jejich interakci). Zjišťování rozsahu a zdroje vlivu na výkon pak probíhá pro-
střednictvim variační analýzy. Její podrobný postup dalece přesahuje možnosti
této učebnice, zde si uvedeme jen základní fakta: statistická významnost každého
vlivu je ovlivněna rozdílem mezi pruměry, směrodatnými odchylkami a velikostí
vzorku podobně, jako tomu bylo u t testu. Podrobnější informace o variační ana-
lýze a dalších metodách analytické statistiky musíte získat z dalších zdrojú.
Výsledkem psychologického výzkumu jsou soubory dat, je N, počet pozorování. Střední hodnoty popisují typickou
k jejichž zpracovávání a následnému vyvozování závěrú hodnotu. Patří k nim aritmetický průměr, modus a medián.
slouží statistika. Na základě rozsahu směrodatné odchylky se posuzuje varia-
bilita.
Soubory dat zpravidla odpovídají normálnímu rozlo-
Popis dat žení, v jehož rámci většina dat spadá do středních hodnot,
přičemž směrem k okrajúm intenzita výskytu klesá. Při
typickém normálním rozložení má prúměr, medián
Výzkumníci často ověřují nulovou hypotézu, která před­ a modus shodnou hodnotu. U takovéhoto rozložení lze jed-
stavuje předpoklad, že nezávislá proměnná nijak neovliv- notlivé pozorování vyjádřit jako percentilovou hodnotu,
ňuje závislou proměnnou. která udává, kolik procent pozorování spadá pod danou
hranici, nebo jako standardní skór uvádějící vzdálenost
od ptůměru. Další postup deskriptivní statistiky, korelační
koeficient, se používá při zjišťování vztahu mezi soubory
HISTOGRAM ČETNOSTí skórů.
Přehledné zpracování dat zprostředkovávajígrafická zobra-
zení, napříkladhistogram četností.
Analytická statistika
POPISNÁ (DESKRIPTIVNí) Analytická statistika umožňuje číselně vyjadřovat pravděpo­
dobnost, že by opakování téhož experimentu dospělo
STATISTIKA k podobným výsledkúm.
Shrnutí dat na základě číselného vyjádření se nazyva
popisná (deskriptivní) statistika. Nejjednodušším výpočtem
700 II PŘílOHA

ROZDílY MEZI STŘEDNíMI VARIAČNí ANALÝZA

Při srovnávání vyššího počtu skupin výzkumníci dospí-
HODNOTAMI: T TEST vají k výsledkům pomocí variační analýzy.
Jedna z metod analytické statistiky, t test, posuzuje
pravděpodobnost, zda rozdíly mezi dvěma průměry vznik-
ly náhodou, nebo zda odrážejí vliv nezávislé proměnné.
Jeho realizaci podmiňuje zjištění rozdílu mezi průměry
dvou souboru dat, skórů směrodatné odchylky v obou sou-
borech a počtu pozorování či probandů.

nulová hypotéza (str. 694) normální rozložení (str. 696) standardní skóry (str. 697)
histogram četností (str. 695) percentilová hodnota (str. 697) t test (str. 698)
702
9 /
GLOSAŘ
absolutní práh Nejmenší intenzita podnětu!
kterou zaznamenáme.
acetylcholin (ACh) Neurotransmiter
nacházející se v celém nervovém systému!
který komunikačně propojuje motorické
neurony a svaly.
adaptace na světlo Proces přizpúsobování,
při němž je oko méně citlivé na světlo za
jasného osvětlení.
adaptace na tmu Proces přizpúsobování, při
němž jsou oči citlivější na světlo
v prostředí tmy.
adaptace Výhodné tělesné a duševní
vlastnosti, které jedinec zdědí.
adolescence Období života od puberty do
dospělosti, které zhruba odpovídá
věkovému rozmezí třináct až dvacet let.
agorafobie Úzkostná porucha, jejíž hlavním
příznakem je silný strach z prostor, na
nichž se nachází hodně lidí.
agrese Chování se záměrem zpúsobit újmu
někomu, kdo se jí naopak snaží zabránit.
akční potenciál elektrický impulz šířící se
po axonu, který je vyvolaný přílivem
pozitivně nabitých iontú do neuronu.
akomodace Proces odehrávající se v oku, na
jehož základě se čočky zakulatí při
pohledu na blízké předměty a oploští při
sledování vzdálenějších objektů.
akomodace V Piagetově teorii se jedná
o proces úpravy stávajících kognitivních
struktur na základě nových informací.
aktivačně syntetická teorie Teorie, podle
níž sny vyplývají ze snahy. mozku
smysluplně uspořádat náhodné nervové
signály, které probíhají během spánku.
aktivační teorie Předpoklad, že lidé jsou
motivováni k tomu, aby si navozovali
a následně udržovali optimální úroveň
tělesné aktivace.
akulturace Proces změny jedince v průběhu
začleňování se do nové kultury, v níž
začne žít.
akulturační stres Pocit napětí a duševní
nerovnováha, jež jsou typické pro
imigranty snažící si zvyknout na nové
prostředí.
algoritmus Systematická strategie řešení
problémů probíhající postupně, krok za
krokem, která zaručeně dospěje
k výsledku.
altruismus Tendence pomáhat druhým, jejíž
motivací je především snaha být
prospěšný druhým, nikoli vlastní
prospěch.
Alzheimerova choroba Progresivní
onemocnění mozku postihující starší
jedince, které zapříčiňuje ztrátu paměti
a další příznaky.
amnézie Disociativní potucha, pro niž je
příznačná částečná nebo celková ztráta
paměti.
amygdala Limbická struktura řídící strach,
vztek a agresi.
analogie Metoda řešení problémú, která
používá předešlé řešení jako vzor při
řešení nového, podobného problému.
analýza prostředků vedoucích k cíli
Postup řešení problémů, na jehož základě
se rozdělí problém na dílčí cíle.
anterográdní amnézie Porucha paměti, pro
niž je příznačná neschopnost uchovávat
informace v dlouhodobé paměti.
.!GLOSÁŘ
antidepresiva Léky snižující depresi tím, že
podněcují vylučování norepinefrinu,
serotoninu nebo dopaminu.
anxiolytika Zklidňující léky používané při
léčbě úzkosti.
aplikovaný výzkum Výzkum orientovaný na
řešení praktických problémú
asimilace V Piagetově pojetí proces
začleňování a v případě nutnosti
i aktualizování nových informací do
stávajících kognitivních struktur.
asociační oblast mozkové kůry Oblast
mozku komunikující se senzorickou
a motorickou oblastí; ústředí vyšších
duševních procesú.
asociální porucha osobnosti Porucha
osobnosti, pro niž je typická
sebestřednost, manipulace a destruktivní
chování namířené proti druhým osobám.
attachment Hluboká citová vazba, kterou si
kojenec buduje k primárnímu pečovateli.
(*** připoutání ***)
autobiografická paměť Soubor vzpomínek
na osobní zážitky a úsudky o nich.
autonomní nervový systém Oddíl
periferního nervového systému propojující
centrální nervový systém s vnitřními svaly,
orgány a žlázami.
averzivní terapie Technika behaviorální
terapie za účelem klasického
napodmiňování jedince, aby reagoval
s odporem na alkohol a další škodlivé
látky.
axon Výběžek těla neuronu, který vysílá
impulzy dalším neuronúm.
bazální ganglia Úsek šedé hmoty mozkové
podílející se na zahajování a koordinování
záměrných pohybů.
behaviorální genetika Dílčí specializace
zabývající se vlivem genetických faktorů
na chování.
behaviorální neurověda Dílčí specializace
zabývající se vztahy mezi mozkem,
nervovým systémem a chováním.
behaviorální terapie /
kognitivně-behaviorální terapie
Techniky změny narušených myšlenek,
pocitů a chování pomocí principů učení.
behaviorismus Myšlenkový směr definující
psychologii jako vědecké studium
pozorovatelného chování.
bílý Wuk Syčivý zvuk vznikající spojením
všech frekvencí ve zvukovém spektru.
binokulární disparita Vodítko pro vnímání
hloubky, přičemž čím je objekt k jedinci
blíže, tím odlišnější obraz tvoří na sítnici.
(*** binokulární rozdíl ***)
biofeedback Metoda operantního
podmiňování, jejímž prostřednictvím se
jedinec učí ovládat fyziologické reakce na
základě biologické zpětné vazby
o vnitřním stavu organismu.
biorytmy Jakýkoli opakující se, víceméně
pravidelně výkyv biologických procesú
organismu.
bipolární afektivní porucha Vzácná
porucha nálady projevující se výraznými
změnami nálady v rozmezí mánie
(euforického stavu spojeného
s nadměrnou aktivitou) a deprese (stav
beznaděje a apatie).
bludy Klamné představy, které b),,'ají
součástí schizofrenie a dalších
psychotických poruch
Brocova oblast Oblast levé hemisféry mozku
řídící pohyby svalú při produkci řeči.
Cannonova--Bardova teorie Teorie
předpokládající, že podnět vyvolávající
emoce zároveň zpúsobuje tělesnou
aktivaci a emoční prožitek. (***
Cannon-Bardova teorie ***)
centrální nervový systém (CNS) Síť nervú
v mozku a prodloužené míše.
centrální stopa přesvědčováníProces
pečlivého zvažování informací a podléhání
vlivu argumentú. (***Wavní způsob
přesvědčování ***)
cirkadiánní rytmy Biologický cyklus,
na příklad spánek a probouzení, který se
opakuje zhruba každých čtyřiadvacet
hodin.
corpus callosum (vazník mozkový) Svazek
nervových vláken spojující pravou a levou
hemisféru.
časovost Vlastnost jazyka, na jejímž základě
lze komunikovat o věcech, jež nejsou
přítomny pouze tady a teď.
čichová soustava Struktury umožňující
čichové vjemy.
čípky FotoreceptOlY ve tvaru čípkú
nacházející se na sítnici a reagující na
barvy.
čití Procesy, na jejichž základě smyslové
orgány přijímají informace z prostředí.
čočka Průhledná struktura v oku zaměřující
světlo na sítnici.
debata příroda vs. prostředí Diskuze
ohledně rozsahu, v jakém je lidské
chování podmíněno výchovou
a dědičností. (***diskuze výchova versus
dědičnost ***)
dědičnost Statistický odhad procenta
proměnlivosti rysu v rámci skupiny, které
lze přičíst genetickým faktorúm.
deindividuace Ztráta individuality, která bývá
zaznamenávána ve skupinovém prostředí.
Jejím výsledkem je zhroucení vnitřních
zábran vúči deviantnímu chování.
deklarativní paměť Vědomosti uložené
v dlouhodobé paměti o sobě a světě.
délka života Nejvyšší počet let, které múže
příslušník určitého druhu žít.
dendrity Výběžky těla neuronu přijímající
přicházející informace.
deoxyribonukleová kyselina (DNA) Složitá
molekulární struktura chromozomu
obsahující genetickou informaci.
deprese Pomelu nálady vyznačující se
smutkem, zoufalstvím, pocity bezcennosti
a nízkým sebehodnocením.
depresivní vysvětlovacístyl Tendence
depresivních jedincú připisovat negativní
události vnitřním, stálým a obecným
faktorúm.
dětská amnézie Neschopnost většiny lidí
vybavit si vzpomínky před třetím rokem
věku.
diagnóza Proces zjišťování a vymezování
duševních poruch vyznačujících se
podobnými příznaky.
diferenciace Schopnost odlišovat rúzné
podněty při klasickém a operantním
podmiňování.
difuze zodpovědnosti Tendence členú
skupin předpokládat, že ostatní pomohou.
(*** rozložení zodpovědnosti ***)
diskriminace Chování namířené proti
příslušníkúm určitých sociálních skupin.
disociace Oddělení od vědomí, v jehož
dúsledku část mysli pracuje nezávisle na
druhé.
disociativní porucha osobnosti
(mnohočetná porucha osobnosti) Stav,
kdy si jedinec vybuduje dvě či více
odlišných identit.
disociativní porucha Stav vyznačující se
dočasným narušením paměti, vědomí
nebo identity.
divergentní myšlení Schopnost pružného
uvažování a zvažování rúzných zpúsobů
řešení problémú.
dlouhodobá paměť Systém dlouhodobého
uchovávání informací, který dokáže
pojmout obrovský objem položek.
dopamin Neurotransmiter fungující jako
inhibitor, který se podílí na řízení volních
pohybů.
dostupná heuristika Tendence odhadovat
pravděpodobnostnějaké události podle
toho, jak snadno si jedinec dokáže vybavit
její předchozí výskyt.
dostupné záznamy Druh výzkumu
vycházející z existujících záznamů
předešlého chování.
DSM-IV Akronym Diagnostického
a statistického manuálu vydaného
Americkou psychiatrickou asociací (4.
vydání).
dualismus Předpoklad, že tělo a duše
oddělené entity, které spolu do určité míry
komunikují.
duhovka Kruhově uspořádaná svalová tkáň,
která dodává očím jejich barvu a reguluje
velikost zornice.
duševní porucha Dysfunkční stav myšlení,
pocitů a vážně narušené chování.
dvoufaktorová teorie emocí Teorie, podle
níž jsou emoce založeny na fyziologické
aktivaci a kognitivní interpretaci aktivace.
efekt částečného posílení Tendence na
základě nepravidelného posilování
zabránit tomu, aby v budoucnosti došlo
k rychlému vyhasnutí naučeného chování.
(*** princip částečného posílení ***)
efekt dezinformace Tendence začleňovat
mylné informace získané po realizaci
nějakého jevu nebo situace do paměti
obsahující vzpomínku na daný jev. (***
efekt mylných informací ***)
efekt placeba Léčebný účinek neaktivní
látky, který vyplývá toliko z přesvědčení
jedince o tom, že mu daný lék pomúže.
efekt pouhé expozice Jedinec je přitahován
k podnětu, s nímž se často dostává do
styku. (***efekt kontaktu ***)
efekt primárnosti Tendence vytvářet si
dojem o ostatních podle informací
získaných na samém začátku interakce.
(*** ulpívání ***)
ego V psychoanalytickém pojetí část
osobnosti fungující na základě principu
reality a usmiřující konflikt mezi id
a superegem.
egocentrický Sebestředný, neschopný
pohlédnout na danou věc z pohledu
druhých. (*** egoistický ***)
.!GLOSÁŘ
echoická paměť Krátká senzorická paměť
pro sluchové vjemy trvající dvě až tři
vteřiny.
elektroencefalograf (EEG) Přístroj měřící
elektrickou aktivitu v mozku
prostřednictvím elektrod umístěných na
lebce.
elektrokonvulzivní terapie Léčba
elektrickými šoky za účelem zmírnění
těžké deprese tak, že v mozku dojde
k vyvolání záchvatú.
embryo Vyvíjejíci se lidský organismus
v rozmezí dvou týdnú až dvou měsícLr po
početí.
emoce Pocity vyznačující se fyziologickou
aktivací, specifickým chováním
a kognitivním interpretováním.
empatie Sdílení radosti či smutku s lidmi,
kteří daný pocit právě prožívají.
endokrinní systém Soubor žláz s vnitřní
sekrecí regulující rúst, reprodukci,
metabolismus a chování na základě
vylučování hormonú.
endorf"11l Neurotransmiter připomínající
morfin, který se vylučuje v mozku
a souvisí s redukcí bolesti a stavy radosti.
epidemiologie Výzkum výskytu nemocí
v populaci.
etnická identita Součást identity jedince,
která je vymezena na základě etnického
dědictví, jazyka, historií, zvyky a dalšími
aspekty.
etolog Vědec zkoumající chování zvířat
v jejich přirozených podmínkách.
evoluční psychologie Dílčí specializace,
která se na základě pravidel evoluce snaží
porozumět sociálnímu chování lidí.
experiment Druh výzkumu, při němž
výzkumník obměňuje některé faktory,
zatímco jiné nechává v neměnné podobě,
přičemž měří účinky na jedince náhodně
zařazené do skupin.
experimentální skupina Podmínka
experimentu, při níž na probandy působí
nezávislá proměnná.
explicitní paměť Druh paměti, do níž
jedinec vstupuje záměrným vybavováním
vědomostí v reakci na přímé otázky.
extravert Společenský a impulzivní jedinec
vyhledávající podněty.
faktorová analýza Statistický postup za
účelem uskupování položek testú do trsú,
které spolu vzájenmě korelují.
fáze sexuální odezvy čtyři fyziologická
stádia sexuální odezvy: vzrušení, plató,
orgasmus, zklidnění.
fenomén koktailové party Schopnost
výběrově sledovat rozhovor v záplavě
dalšího získávání informací.
fenotyp Pozorovatelné - tělesné
a behaviorální - vlastnosti organismu.
feromony Chemické látky, které vylučují
zvířata. Přenášejí se v nich signály
k dalším jedincúm téhož druhu.
fetální alkoholový syndrom (FAS)
Specifické poškození jedince (zakrslý
vzrůst, deformace obličeje, mentální
retardace) typické pro potomky
alkoholiček.
IlXace V psychoanalytickém pojetí se jedná
o tendenci ustrnout na dřívějších,
nezralých fázích psychosexuálního \ývoje.
fluidní inteligence DlUh inteligence
vyznačující se schopností logického
a abstraktníllo uvažování.
fobická úzkostná porucha Úzkostná
potucha vyznačující se silným
a iracionálním strachem.
703
fonémy Základní zvuky řeči.
frenologie Pseudovědecká teorie, podle níž
lze psychické vlastnosti rozpoznat podle
hrbolkú na lebce.
fuga Druh amnézie, při níž jedinec
"zapomene" svou totožnost, odejde
z domova začne nový život.
funkční IlXace Tendence uvažovat
o objektech pouze v souvislosti s jejich
běžným využitím, což je omezení
narušující proces řešení problémú.
fyzická závislost Fyziologický stav, k jehož
udržení je nutno pravidelně dodávat
určitou látku, aby nevznikly abstinenční
příznaky. (*** tělesná závislost ***)
gendrová schémata Soubor názorú
a představo ženách a mužích, který
ovlivňuje zpúsob, jak jedinec nahlíží na
sebe i druhé. (*** rodová schémata ***)
gendrové role Chování typické pro určité
pohlaví osvojené metodou sociálníllo
učení. (*** poWavní role ***)
generalizace podnětu Tendence reagovat na
podnět, který je podobný podmíněnému
podnětu.
generalizovaná úzkostná porucha
Psychická porucha vyznačující se stálým
stavem úzkosti, která nemá konkrétní
zdroj či příčinu.
generativita Vlastnost jazyka, na jejímž
základě lze pomocí omezeného počtu slov
vytvořit nekonečné množství výrazů.
genetika Odvětví biologie zabývající se
mechanismy dědičnosti.
genotyp Specifická stavba a struktura DNA,
již jedinec zdědí.
geny Biochemická jednotka dědičnosti řídící
vývoj jedincova života.
Gestalt terapie Humanistická forma
psychoterapie, při níž jsou klienti
agresivně vybízeni k tomu, aby ventilovali
své pocity.
gestaltpsychologie Myšlenková škola
vycházející z předpokladu, že celek (vjem)
je víc než součet jeho částí (počitek). (***
Gestalt psychologie ***)
gliové buňky Buňky nervového systému, též
nazývané neuroglie, poskytující strukturní
oporu, izolaci a živiny neuronúm.
habituace Tendence otupovat pozornost
věnovanou určitému podnětu po delší
době působení (zpravidla se užívá pro
zjištění, zda se kojenec "naučil" podnět).
halucinace Smyslové zážitky, k nimž dochází
bez přítomnosti skutečné stimulace.
halucinogeny Psychedelické látky narušující
vnímání a zapříčiňující halucinace.
hawthornský efekt Zjištění, že pracovníci
umístění do testovací místnosti začali
usilovněji pracovat bez ohledu na
provedené změny.
heuristika Praktické úvahy na základě
předchozích zkušeností, jejichž pomocí
dospíváme k rychlým, ovšem i často
mylným závěrúm.
hierarchie potřeb Maslowúv seznam
základních potřeb, které musejí být
uspokojeny, než jedinec múže pokročit
k seberealizaci.
hipokampus Část mozku v oblasti
limbického systému, která hraje zásadní
roli při ukládání a převádění informací do
dlouhodobé paměti.
histogram četností Grafické znázornění dat
za použití barevných pruhů zastupujících
četnost různých hodnot v rámci souboru
dat.
704
hormony Chemičtí přenašečiinformací
vylučovaní endokrinními žlázami do krve,
které jsou jejím prostřednictvím
dopravovány k orgánům.
hraniční porucha osobnosti Typ osobnosti
vyznačující se nestálostí sebeobrazu,
nálady a sociálních vztahú a nedostatečně
jasnou představou vlastní totožnosti.
humanistická teorie Přístup k osobnosti
zaměřující se na self, subjektivní zkušenost
a potenciál pro sebenaplnění.
hypermnézie Neopodstatněné tvrzení, že
hypnóza dokáže usnadnit vybavování
minulých zážitkú.
hypnotická citlivost Stupeň reagování
jedince na snahy uvést ho do hypnózy.
(*** hypnabilita ***)
hypnóza Postup vycházející z úzkého
zaměření pozornosti, při níž jsou
sugerovány změny duševního stavu nebo
chování.
hypofýza (podvěsek mozkový) Drobná
žláza v mozku řídící rúst a podněcující
tvorbu hormonú v dalších žlázách s vnitřní
sekrecí na povel hypothalamu.
hypochondrie Pomcha projevující se
nadměrnými obavami o vlastní zdraví.
hypotéza empatie-altruismu Předpoklad,
že empatická reakce na člověka v tísni
vyvolá altmistickou pomoc. (***hypotéza
empatie-altmismus ***)
hypotéza frustrace-agrese Teorie, podle níž
fmstrace zapříčiňuje agresi.
hypotéza Konkrétní ověřitelné tvrzení, které
bývá vyvozování z teorie.
hypotéza lingvistické relativity Hypotéza,
podle níž jazyk určuje, či přinejmenším
ovlivňuje zpúsob myšlení.
hypotéza obličejové zpětné vazby
Hypotéza, že změna výrazu tváře dokáže
navodit odpovídající změny emočního
stavu.
hypotéza sociálního kontaktu Předpoklad,
že za určitých podmínek dokáže přímý
kontakt mezi členy soupeřících skupin
zlepšit vzájemné vztahy.
hypothalamus Drobná limbická stmktura
v mozku podílející se na regulaci
autonomního nervového systému,
endokrinních žláz, emocí a základních
pudů.
chromozomy Výhonkovité stmktury
nacházející se ve všech buňkách, které
obsahují molekuly DNA v podobě genú.
chuťová soustava Struktury zprostředkující
vjem chutí.
chuťové pohárky
Síť buněk obsahujících chuťové receptOlY.
chyba oWédnutí (hindsight bias)
Tendence domnívat se po skončení nějaké
události, že jsme předem věděli, co se
stane. (*** zpětné vyvozování ***)
chybná atribuce Vysvětlení, v jehož rámce
se předpokládaná příčina aktivace
přesunuje od skutečného zdroje k jinému.
(*** mylné přisuzování ***)
id V psychoanalytickém pojetí primitivní,
nevědomá součást osobnosti obsahující
základní pudy, která reaguje na základu
principu slasti.
identilikace V psychoanalytickém pojetí
proces internalizace hodnot rodičů
a vytváření vlastníllO superega v dětském
věku.
ikonická paměť Pomíjivá senzorická paměť
na zrakové podněty, která tlvá zlomek
vteřiny.
.1 GLOSÁŘ
iluze kontroly Tendence jedince věřit, že
dokáže ovládat události, které působí
dojmem, že jsou založeny na určitých
dovednostech.
implicitní paměť Nevědomé vybavení
předchozí zkušenosti, která se projevuje
nepřímo, a sice vlivem na výkon.
imunitní systém Biologický střežící systém,
který odhaluje a ničí cizí látky pronikající
do organismu.
incentivní teorie Předpoklad, že lidé jsou
motivováni k tomu, aby zpúsobem svého
chováním dospěli k žádoucímu motivu.
individualismus Kulturně podmíněná
orientace, na jejímž základě mají osobní
cíle a preference přednost před zájmy
skupiny.
informativní vliv Konformita vyvolávaná
přesvědčením, že druzí mají pravdu.
(***vliv informací ***)
informovaný souWas Etický požadavek,
aby potenciální probandi byli dostatečně
podrobně zpraveni o tom, co se bude dít,
aby se mohli svobodně rozhodnout, zda
se výzkumu budou účastnit.
inkluzívní zdatnost Předpoklad, že geny
organismu se předávají nejen
prostřednictvím přímých potomků, nýbrž
i geneticky příbuzných jedinců. ( ***
rodová spřízněnost ***)
instinkt Hluboce zakořeněný vzorec
chování, které není naučené, je stejné pro
všechny příslušnílcy rodu a vyvolává ho
specifický podnět.
inteligence Schopnost učit se ze zkušenosti
a úspěšně se přizpůsobovat prostředí.
inteligenční kvocient (IQ) Původně poměr
mezi mentálním a chronologickým věkem,
nyní výsledek srovnání jedincova výkonu
s výkonem jeho vrstevníků.
interneurony Neurony centrálního
nervového systému, které propojují
smyslové podněty a motorické reakce.
introspekce Wundtova metoda informování
vyškolených probandú o jejich vědomých,
okamžitých reakcích.
introvert Typ tichého a opatrného jedince
vyhýbajícího se stimulaci.
izolovaná fobie Silný, iracionální strach
z konkrétního objektu nebo situace.
)amesova-Langeova teorie Teorie, podle
níž emoce vyplývají z fyziologické
aktivace, kterou zapříčiňuje podnět
spouštějící emoce. (*** James-Langeova
teorie ***)
jazyk Dmh komunikace sestávající ze zvuků,
slov, významú a pravidel pro jejich
spojování.
kinestetický systém Stmktury rozmístěné
v celém těle, jež nás informují o poloze
a pohybech tělesných částí. (***rovnovážné
ústrojí ***)
klamání Výzkumný postup mylně informující
probandy a účelu studie.
klasické podmiňování Druh učení, při
němž si jedinec spojuje jeden podnět
s dalším (tzv. Pavlovovské podmiňování).
kognice Obecné označení duševních procesú
jako myšlení, poznávání a pamatováni.
kognitivní disonance Nepříjemný psychický
stav, k němuž dochází, chováme-Ii se
v rozporu s našimi zásadami.
kognitivní terapie Druh psychoterapie, při
níž se jedinci učí myslet vhodnějším,
adaptivnějším zpúsobem.
kolektivismus Směr upřednostňující
spolupráci a skupinovou harmonii před
osobními zájmy.
kolektivní nevědomíJungúv termín
označující paměť obsahující představy
a myšlenky, které lidstvo získalo
v prúběhu evoluce.
komorbidita Tendence jedincú
diagnostikovaných s duševní poruchou
vykazovat příznaky ještě dalšíllO
duševníl10 onemocnění.
konduktivní ztráta sluchu Ztráta sluchu
zapříčiněná poškozením bubínku nebo
kústek ve středouší. (*** konduktivní
porucha sluchu ***)
konformita Tendence měnit vlastní názOlY
nebo chování tak, aby odpovídaly
skupinové normě.
konstanta tvaru Tendence vnímat objekt ve
stálém tvam navzdOlY změnám úhlu
pohledu. (***stálost tvam ***)
konstanta tvaru Tendence vnímat objekt ve
stejné velikosti navzdory změnám rozsahu
obrazu na sítnici. (*** stálost tvam ***)
kontrafaktické myšlení Představa
alternativních situací a jejich výsledkú,
které se mohly stát, avšak takový stav
nenastal. (***nesprávné hypotetické
uvažování ***)
kontrolní skupina Naplnění podmínky
experimentu, aby na část probandú
nepůsobila nezávislá proměnná.
konvergence Binokulární vodítko pro
vnímání hloubky, které spočívá v tom, že
při přibližování objektu stáčíme oči
k sobě.
konverzní porucha POfiteha, při níž jedinec
dočasně ztrácí tělesnou funkci bez fyzické
příčiny.
korelace Statistická veličina měřící stupeň
souvislosti dvou proměnných.
krátkodobá paměť Způsob uchovávání
informací, na jehož základě se v paměti
udrží přibližně sedm položek po dobu
dvaceti vteřin, a poté je materiál bud
přesunut do dlouhodobé paměti, nebo ho
jedinec zapomene.
kriteriální validita Stupeň, v jakém test
dokáže předvídat současný nebo budoucí
výsledek.
kritické myšlení Proces řešení problémů
a rozhodování na základě pečlivého
zvážení dostupných faktů.
kritické období Časové období, v jehož
průběhu musí na jedince působit určitý
podnět, aby jeho vývoj zdárně pokračoval
dál. (*** senzitivní období ***)
krize identity Bitva dospívajících při snaze
najít vlastní identitu čili sebepojetí.
krystalická inteligence Dmh inteligence,
v níž se odráží nahromaděné vědomosti
a slovní dovednosti. (*** mylně uvedeno
krystalizovaná ***)
křivka zapomínání Graf, z něhož vyplývá,
že objem zapomínaných informací
nejrychleji klesá ihned po skončení učení
a posléze se ustálí.
laboratorní výzkum Výzkum prováděný
v prostředí, které lze měnit a v němž je
možno probandy detailně pozorovat.
latentní obsah Z Freudova pohledu
nevědomý, cenzurovaný význam snu.
latentní učení Realizované učení, které se
neprojevuje ve výkonu a chování, dokud
nedojde k aktivaci nějakou incentivou.
lékařský přístup Názor, že duševní poruchy
jsou zapříčiněny biologickým stavem
organismus a že je lze léčit lékařskými
metodami.
lidský genom Genetický "plán" stavby
a podoby lidského jedince. (*** genom ***)
limbický systém Soubor volně propojených
stmktur v mozku podílející se na regulaci
motivace, emocí a paměti.
lithium Lék na potlačení mánie a zvratú
nálad u jedincú trpících bipolární
poruchou.
longitudinální studie Metoda vývojového
výzkumu, při níž jsou sledováni titíž
jedinci v různých vývojových obdobích za
účelem sledování změn v dúsledku
přibývajícíl10 věku.
lymfocyty Specializované bílé krvinky
vylučující chemické protilátky
a vyvolávající imunitní reakci.
magnetická rezonance (MR) Technika
zobrazování mozku na základě
magnetických polí a radiových vln.
Výsledkem je třírozměrný přehledný
obraz.
manifestní obsah Vědomý obsah snu, jak
uvádí Freud, který si ráno pamatujeme.
menarche První menstmace.
menopauza Ukončení menstmace
a plodnosti.
mentální anorexie Pomcha příjmu potravy,
v jejímž rámci zpravidla dospívající dívka
nebo mladá žena omezí přísun živin
a vyhubne až na kost.
mentální bulimie Porucha příjmu potravy
sledovaná zpravidla u mladých žen, která
se vyznačuje střídáním záchvatú přejídání
a pročišťování.
mentální modely Intuitivní teorie o způsobu
fungování nejrůznějších věcí.
mentální nastavení Tendence vracet se ke
strategii řešení problémů, která byla
v minulosti účinná.
mentální retardace Diagnostická kategorie,
do níž spadají jedinci s IQ nižším než 70
vyznačující se problémy s adaptací na
běžné životní podmínky.
mentální věk Průměrný věk dítěte zjištěný
prostřednictvím testu inteligence, které
dosáhne určitého stupně výkonu.
měsíční klam Tendence vnímat Měsíc větší,
když je nízko nad obzorem, než když je
vysoko na obloze. (***iluze měsíce ***)
metaanalýza Soubor statistických postupů,
na jehož základě se provádí revize dat tak,
že se kombinují výsledky jednotlivých
studii.
metoda studia dvojčat Metoda testování
rozpom výchova versus dědičnost na
základě srovnávání jednovaječných
a dvojvaječných dvojčat stejného pohlaví.
mezikulturní výzkum Studie srovnávající
jedinci z různých kultur.
mikrospánek Krátce trvající spánek během
bdělé činnosti.
mimosmyslové vnímání Údajná schopnost
vnímat podněty neposkytující informace
pro smyslové orgány.
Minnesotský vícefázový osobnostní
inventář (MMP!) Rozsáhlý test zjišťující
pestrou škálu duševních poruch
a vlastností osobnosti.
místo kontroly (locus of control)
Očekávání, že posílení je podmíněno
vnitřními nebo vnějšími faktory.
mnemotechniky Pomúcky podporující
vyvolávání informací z paměti. (***
mnemotechnické pomúcky ***)
mnohočetná inteligence Gardnerova teorie
stavící na sedmi druzích inteligence
ll! GLOSÁŘ
(lingvistické, logicko-matematické,
prostorové, hudební, tělesně-kinestetické
a interpersonální).
model diatéza-stres Teorie, podle níž se
určité duševní ponrchy (na příklad
schizofrenie) rozvíjí u jedincú s genetickou
nebo získanou zranitelností v situacích
intenzivníl10 stresu.
model zpracovávání informací Model
paměti, v jehož rámci musí informace
projít individuálními stádii na základě
procesú pozornosti, kódování, uchovávání
a vybavováni.
modelování Proces sociálního učení, při
němž jedinec pozoruje a napodobuje
chování druhých.
monokulární ukazatele Woubky Vodítka
pro vzdálenost, například lineární
perspektiva, umožňující nám vnímat
hloubku jedním okem.
morální uvažování Zpúsob uvažování
o morálních dilematech a snaha vyřešit je.
(*** morální usuzování ***)
morfémy Nejmenší jednotky jazyka nesoucí
význam (například předpony, kořeny,
přípony).
motivace k výkonu Silná touha dosáhnout
vytčených cílú, být lepší než ostatní,
vynikat nad nimi.
motivace Vnitřní stav dodávající jedinci
energii, aby mohl pokračovat na cestě za
dosažením cíle.
motorická oblast mozkové kůry Oblast
mozkové kůry vysílající podněty svalům
ovládaným vúlí.
motorické neurony Neurony přenášející
příkazy z centrálního nervového systému
svalům, žlázám a orgánům.
mozeček Prapůvodní mozková stmktura,
která má na starosti udržování rovnováhy
a koordinaci složitých pohybů řízených
vůlí.
mozková kůra Vnější vrstva mozku
zodpovídající za duševní procesy vyššmo
řádu.
mozková lateralizace Tendence hemisfér
specializovat se na odlišné funkce.
mozkový kmen Jádro nacházející se
v mozku, které ho spojuje s míchou
a sestává z prodloužené míchy, Varolova
mostu a retikulární formace.
Miiller-Lyerova iluze Iluze, kdy je vnímání
délky úsečky ovlivněno umístěním dalších
úseček v bezprostředním okolí.
(***Můller-Lyerův klam ***)
multikulturní výzkum Studie srovnávající
různé etnické a národnostní menšiny
v rámci rozsáhlých kultur.
mutace Náhodná chyba genu, která dokáže
podnítit evoluci na základě přirozeného
výběru.
myelinová pochva Vrstva tukových buněk
těsně obepínající axon, aby byl dostatečně
izolovaný, která urychluje přenos
elektrických impulzú.
nácvik sociálních dovedností Druh
behaviorální terapie, v jejímž rámci si
jedinec osvojuje nové dovednosti
modelováním, hraním rolí a posílením
(například trénink asertivity).
náhodné rozdělení Arbitrární zpúsob
zařazování probandú do experimentálních
skupin.
náhodný vzorek Metoda výběru, při níž má
každý člen populace stejnou
pravděpodobnost, že bude vybrán.
705
narkolepsie Porucha spánku vyznačující se
nezvladatelnými a náhlými záchvaty REM
spánku během dne.
naučená bezmocnost Naučené očekávání,
že jedinec nedokáže ovlivnit určité situace,
tudíž jedná bez zájmu, pasivně.
nejistá vazba Vztah mezi rodičem a jeho
potomkem, kdy se dítě nechce rodiče
pustit, při odloučení pláče a na opětovné
setkání reaguje vztekem či nezájmem.
(***nejisté připoutání ***)
nejmenší rozlišitelný rozdíl (NRR)
Nejmenší změna podnětu, kterou
dokážeme zaznamenat.
nepodmíněnáreakce (NR) Nenaučená
reakce (slinění) na nepodmíněný podnět
(potrava).
nepodmíněné pozitivní hodnocení Situace,
kdy projev lásky a náklonnosti ze strany
významné blízké osoby není ničím
omezeno či vymezeno. (*'*nepodmíněné
pozitivní přijetí ***)
nepodmíněný podnět (NP) Podnět
(potrava) vyvolávající nepodmíněnou
reakci (slinění).
nervový štěp Technika transplantace zdravé
tkáně nervového systému jednoho
živočicha do organismu jiného.
nespavost (insomnie) Neschopnost usnout,
spát bez přemšení nebo spát tak dlouho,
aby jedinec dokázal bez problémů
fungovat přes den.
neurální sítě Trsy hustě protkaných
neuronů, které se dotvářejí a posilují
v dúsledku zkušenosti.
neurogeneze Zrod nových mozkových
buněk.
neuroleptika (antipsychotika) Léky
potlačující pozitivní příznaky schizofrenie
a dalších psycjotických pomch.
neurony Nervové buňky sloužící jako
základní stavební kameny nervového
systému.
neurotransmitery Chemické látky
v nervovém systému, které přenášejí
informace tak, že prostřednictvím synapsí
přeskakují z jednoho neuronu na dmhý.
nezávislá proměnná Proměnná, s níž
výzkumník manipuluje během
experimentu (předpokládaná příčina).
normální rozložení Symetrické rozvrstvení
skóre, přičemž aritmetický průměr, medián
a modus mají stejnou hodnotu.
normativní vliv Konformita motivovaná
strachem z odmítnutí dmhými.
nulová hypotéza Předpoklad, že nezávislá
proměnná nebude mít na závislou
proměnnou žádný vliv.
obecná inteligence (g) Široce pojatý faktor
týkající se inteligence vysvětlující, proč
výkon v rúzných subtestech inteligenčních
testú vzájemně zpravidla koreluje.
obecný adaptační proces Třífázový proces
(poplach, odolávání, vyčerpání), jímž
organismus reaguje na stres.
obezita Nadbytek tělesného tuku v takové
míře, až jedinec přesahuje svou optimální
tělesnou hmotnost o dvacet procent či
více.
obličejový elektromyograf (EMG)
Elektronický přístroj, který používají
výzkumníci zabývající se emocemi při
zaznamenávání aktivity obličejových svalú.
obranné mechanismy Nevědomé metody
snižování úzkosti popíráním a zastíráním
skutečnosti.
obsahová validita Stupeň, v němž test měří
to, co by měřit měl.
 706
obsedantně-kompulzivní porucha
Úzkostná porucha projevující se
neodbytnými myšlenkami (obsesemi)
a nutkáním realizovat určité činnosti
(kompulze).
observační učení Učení, k němuž dochází
při sledování chování druhých lidí. (**'
učení pozorováním "')
očekávaná délka života Předpoklad ohledně
délky života příslušníka určitého rodu.
odolnost Osobnostní styl vyznačující se
nasazením, odhodlaností a sebekontrolou.
Jedná se o odolný nárazník vůči stresu.
odpor V psychoanalytickém pojetí tendence
pacientú aktivně blokovat duševně
bolestivé obsahy.
oidipský komplex
V psychoanalytickém pojetí tendence malých
dětí nechat se sexuálně přitahovat k rodiči
opačného pohlaví, a naopak projevovat
hostilitu vůči rodiči stejného pohlaví.
opakování pro udržení Udržování informací
v dlouhodobé paměti na základě
opakování. ("'mechanické opakování "')
opakování studie Proces opakování téže
studie, aby bylo možno určit, zda výsledky
jsou dostatečně spolehlivé.
operacionální deitnice Konkrétní definice
proměnné na základě krokú či postupú
potřebných k tomu, aby ji bylo možno
ovládat a měřit.
operantní podmiňováníProces, v jehož
rámce se jedinec učí novému způsobu
chování na základě posilování.
opiáty Třída vysoce návykových drog
omezujících činnost nervového systému
a navozující dočasnou úlevu od bolesti
a úzkosti.
osobnost Individuálně odlišný a relativně
stálý vzorec myšlení, pocit(\, motivů
a chování.
osobnost typu A Osobnost vyznačující se
netrpělivým, naléhavým až nepřátelským
chováním.
osobnost typu B Osobnost vyznačující se
klidným, neuspěchaným chováním.
otřes mozku Změna duševního stavu
zapříčiněná úderem do hlavy.
paměť Proces uchovávání informací pro
budoucí využití.
panická porucha Porucha projevující se
náhlým a intenzivním záchvatem úzkosti
bez zjevného důvodu.
paobraz Zrakový vjem přetrvávající po
dlouhodobém púsobení podnětu, který již
byl odstraněn.
parapsychologie Studium mimosmyslového
vnímání, které nelze vysvětlit na základě
platných pravidel vědy.
parasympatický nervový systém Oddíl
autonomního nervového systému snižující
aktivaci a uvádějící tělo do klidového
stavu.
percentilová hodnota Procento lidí či
pozorování, které spadá pod úroveň
daného skóre za podmínek normálníllO
rozložení.
percepční iluze (klam) Vzorec smyslových
podnětú, který zapříčiňuje mylné
interpretace. ("'iluze při vnímání "*)
percepční sada Vliv předchozí zkušenosti
a očekávání na interpretaci smyslových
podnětů. C'" percepční konstanta "')
perifenti nervový systém Síť nervů
vcházejících z centrálního nervového
systému do ostatních částí těla. Sestává ze
somatického a autonomního nervového
systému.
.,; GLOSÁŘ
periferní stopa přesvědčováníProces
nedostatečně pečlivého zvažování
informací, ktetý je navíc ovlivněn
povrchními vodítky. ("*vedlejší způsob
přesvědčování"')
pětifaktorový model Model osobnosti
sestávající z pěti základních rysú:
neuľoticisl11US, extraverze, otevřenost v-LIči
zkušenosti, přívětivost a svědomitost.
pevná vazba Vztah rodiče a dítěte, při němž
se dítě za přítomnosti rodiče cítí
v bezpečí, při odloučení je jeho rovnováha
narušena a při opětovném setkání má
radost. ("'bezpečné připoutání "')
plasticita Schopnost měnit se v dúsledku
zkušeností.
plod Vyvíjející se lidský organismus v období
od devíti týdnú po početí.
počítačová tomografie (Cl') Rentgenové
paprsky vysílané do tkáně z různých úhlú
a počítačově zpracovávané do podoby
horizontálníl10 zobrazení mozku.
podmíněná reakce (PR) Naučená reakce
(sliněnO na klasicky podmíněný podnět
(zvonek).
podmíněné pozitivní hodnocení Situace,
kdy jsou láska a přijetí ze strany blízké
osoby podmiňovány zpúsobem chování
daného jedince. ('*'podmíněné pozitivní
přijetí "')
podmíněnýpodnět (PP) Neutrální podnět
(zvonek), který posléze dokáže vyvolat
klasicky podmíněnou reakci (sliněnO.
podněcování (priming) Tendence na
základě předchozího slova nebo pojmu
reagovat v situaci, jež nastane.
podprahové sdělení Podnět prezentovaný
pod prahem rozpoznatelnosti.
pojem Mentální uskupení osob, myšlenek,
událostí či objektů, které mají společné
vlastnosti.
pokus a omyl Strategie řešení problémů, při
níž jedinec zkouší různá řešení, až narazí
na správné.
polygraf Elektronické zařízení měřící aktivaci
autonomního systému, který bývá často
používán jako detektor lži.
Ponzova iluze Iluze, při níž je vnímání délky
úsečky ovlivněno vodítky pro vnímání
lineárních vztahú.
popření Obranný mechanismus, v jehož
rámci jsou úzkostné situace vylučovány
z vědomí.
porucha nálady Stav projevující se
dlouhodobými emočními extrémy od
mánie po depresi.
poruchy osobnosti Skupina poruchy
vyznačující se osobností, která je vysoce
nepružná a maladaptivní.
posílení Jakýkoli podnět, který při
operantním podmiňování zvyšuje
pravděpodobnost výskytu předchozí
reakce.
posthypnotická amnézie Tendence
hypnotizovaných jedinců zapomínat
události, které se staly v průběhu
hypnózy.
posthypnotická sugesce Sugesce předaná
subjektu při hypnóze, kterou vykoná po
jejím ukončení.
posttraumatická stresová porucha (PTSP)
Úzkostná porucha zapříčiněná extrémně
stresujícími událostmi, například účastí
v boji.
potřeba intimity Touha po blízkém vztahu,
který se vyznačuje otevřenou a intimní
komunikací.
potřeba moci Silná touha získat významné
postavení a vliv na druhé lidi.
• GLOSÁŘ 707
předvídání emočního stavu Proces, na rasismus Hluboce zakořeněné předsudky aby bylo možno usuzovat na směr a sílu
potřeba sounáležitosti Touha navazovat
jehož základě v souvislosti s předchozími týkající barvy pleti. korelace.
a udržovat sociální kontakty.
pozitivními i negativními událostmi reaktivní výtvor Obranný mechanismus, při rys Relativně stálý předpoklad, že se jedinec
potvrzující tendence Snaha pátrat jen po
odhadujeme, jak nám bude němž jedinec převádí nepřijatelné pocity bude v určité situaci chovat určitým
těch důkazech, které potvrdí naše původní
v budoucnosti("'intuitivní předpověcf **0) v jejich protiklady. CO"záminková reakce zpúsobem.
přesvědčení.
přenos Tendence při psychoanalytické ***)
pozitronová emisní tomografie (PET)
terapii promítat silně prožívané emoce receptivní pole Oblast sítnice, při jejíž sebediskrepančníteorie Teorie, podle níž
Zobrazení aktivity mozku na základě
vúči konkrétním osobám na terapeuta. stimulaci v buňce vzniká reakce v rámci má rozdíl mezi sebepojetím a ideálním já
množství glukózy, kterou mozek
přesnost kódování Pravidlo vymezující, že zrakového systému. negativní emoční dúsledky. ("'teorie
zpracoval.
podnět zakódovaný spolu s prožitkem receptory Specializované neurony přijímající vnitřního rozporu '*')
pozornost Stav vědomí sestávající z vjemú,
múže v budoucnu zapříčinit vyvolání neurotransmitery. sebenaplňujícíse proroctví Předpoklad, že
myšlenek a pocitů, na něž je jedinec
vzpomínky na základě kontaktu s daným reciproční altruismus Tendence pomáhat očekávání jedince se mohou proměnit
v daný okamžik zaměřený.
podnětem. členúm ostatnich druhú, kteří mohou v reálný stav (například když učitel od
pozorování chování Druh výzkumu
převrácené figury Kresba, již je možno pomoc příležitostně opětovat. (*** daného žáka očekává příslušný výkon).
založený na pozorování jedincova chování
vnímat více zpúsoby podle úhlu pohledu. vzájemný altruismus ,.*) sebeodhalení Sdílení intimních informací
v přirozených podmínkách.
(***reverzibilní figura "') reciproční determinismus Názor, že o sobě s druhou osobou.
pozorování v přirozených podmínkách
případové studie Druh výzkumu usilující osobnost je výsledkem vzájemné interakce sebeposuzování Metoda pozorování,
Pozorování chování tak, jak se přirozeně
o podrobné sledování jednotlivých osob s ostatními, prolínání jejich jednání v jejímž rámci jedinci popisují vlastní
vyskytuje v reálných, uměle nenavozených
přirozenývýběr Evoluční proces, v jehož a prostředí. ('" vzájemný determinismus myšlenky, pocity a chování.
podmínkách.
rámci se některé geny v populaci šíří víc ***) seberealizace Potřeba naplňovat vlastní
pracovní paměť Označení krátkodobé
než jiné, takže se každý druh v prúběhu reflex Vrozená automatická reakce na potenciál v pojetí humanistické teorie
paměti coby aktivní pracovní plochy, na ní
času mění. senzorický podnět. osobnosti.
jsou informace ihned dostupné.
přístup Pozitivní, negativní nebo smíšená reliabilita split-half Stupeň, v jakém různé sebeúcta Pozitivní nebo negativní posouzení
práh Stupeň stimulace potřebný k vyvolání
reakce na jedince, objekt nebo myšlenku. formy testu dospívají ke shodným vlastního já.
nervového impulzu.
psychická závislost Stav, kdy jedinec výsledkům. sedativa Druh zklidňujících lékú snižující
praktická inteligence Schopnost odhadovat
potřebuje drogu, aby si udržel duševní reliabilita Stupeň, v němž test dospívá ke aktivitu centrálního nervového systému.
nové situace a přizpůsobovat se
rovnováhu či úlevu od negativních emocí. stále stejným výsledkúm po časovém selektivní pozornost Schopnost zaměřovat
požadavkům každodenního života.
psychoaktivní látka Chemická látka odstupu nebo za použití jiné formy pozornost na jeden podnět a na další
princip reality V psychoanalytickém pojetí
navozující změny vnímání, myšlení, nálady testování. nedbat, jak je tomu při jevu koktajl party.
schopnost ega odložit uspokojení potřeby.
a chování. reliabilita test-retest Stupeň, v jakém test C'**výběrovost vnímání "')
princip slasti V psychoanalytickém pojetí
neomezená touha id dosahovat psychoanalýza Freudova teorie osobnosti dospívá ke stejným výsledkům při self-schémata Specifická přesvědčení
okamžitého uspokojení.
a metoda psychoterapie. Základním administrování po časovém odstupu. o sobě, která ovlivňují, jak interpretujeme
předpokaldem je nevědomý základ našich REM spánek Stádium spánku vyznačující se informace, jež se nás týkají.
proaktivní interference Tendence dříve
naučeného materiálu narušovat
motivú. tychlým pohybem očí a průběhem snú. sémanticita Vlastnost jazyka, na jejímž
psychofarmakologie Výzkum vlivu lékú na REM spánková porucha chování (RPCh) základě si můžeme sdělovat významy.
vybavování nových informací.
procedurální paměť Naučené zvyky psychické procesy a duševní poruchy. Stav, kdy kosterní svaly nejsou ve fázi sémantická síť Složitá síť sémantických
psychofyzika Výzkum vztahů mezi fyzickou REM paralyzované, což jedinci umožňuje vztahů, která spojuje prvky v paměti tak,
a dovednosti uložené v dlouhodobé
stimulací a subjektivním prožíváním. realizovat popudy na základě nočních že vybavení jednoho má za následek
paměti.
prodloužená mícha Struktura mozkového psychochirurgie Chirurgické odstranění můr, a to nezřídka násilným chováním. vybavení dalšího.
části mozku za účelem léčby duševní ("'porucha chování při spánku REM "') senzomotorické stádium Piagetovo první
kmene řídící vitální funkce neovládané
vůlí.
poruchy. reprezentativní heuristika Tendence stádium kognitivního vývoje od narození
projekce Obranný mechanismus, na jehož psychologický přístup Předpoklad, že odhadovat pravděpodobnostvýskytu do dvou let, děti poznávají svět na základě
duševní poruchy jsou zapříčiňovány nějaké události podle toho, jak se zdá být vlastní aktivity. ("'senzorimotorické
základě jedinec připisuje či projikuje
nepřijatelné impulzy druhým lidem.
a udržovány v daném stavu zkušenostmi jedinci typická. stádium "')
projekt Head Start Předškolní program jedince. ead Start Head Start retikulánti formace Uskupení neuronú senzorická paměť Systém uchovávání
psychologie Vědecké studium chování v mozkovém kmeni podílející se na řízení informací, který zaznamenává informace
intelektuálníllO obohacení a rozvoje pro
děti z chudých rodin.
a mysli. spánku, aktivaci a pozornosti. získané ze smyslových orgánů až po dobu
psychologie zdraví Studium vztahú retroaktivní interference Stav, kdy nové tří vteřin.
projektivní testy Psychoanalyticky
psychologických faktorů a tělesným informace narušují dříve zapamatovaný senzorické neurony Neurony vysílající
orientované testy osobnosti
propracované opakování Technika přesunu zdravím a nemocí. materiál. signály ze smyslů, kúže, svalů a vnitřních
psychoneuroimunologie Nové odvětví retrográdní amnézie Porucha paměti orgánů do centrálníl10 nervového systému.
položek do dlouhodobé paměti na
psychologie studující interakce mezi vyznačující se neschopností udržet senzoroneurální ztráta sluchu Ztráta
základě hlubšího myšlenkového
psychickými faktory, nervovým systémem vzpomínky z minulosti, které byly uloženy sluchu zapříčiněná poškozením struktur
rozpracovávání.
a imunitním systémem. do dlouhodobé paměti. vnitřního ucha. (**'smyslově-neurální
prototyp Typický zástupce třídy, který
obsahuje nejvíce vlastností pro ni psychosexuální stádia Freudova stádia rodinná terapie Druh psychoterapie léčící ztráta sluchu '**)
příznačných.
vývoje osobnosti, přičemž radost je členy rodiny jako systém ve vzájemné separační úzkost Stav, kdy děti, které již
prozopagnózie Stav, který vzniká v každém z nich vyvozována z jiných interakci. znají stálost objektu, reagují na
tělesných částí (orální, anální, falické, rohovka Prúzračná svrchní vrstva oka, na níž nepřítomnost primárního pečovatele
v důsledku poškození temporálních laloků
genitální stádium). se láme světlo v takovém úhlu, aby bylo strachem.
a jehož výsledkem je omezení schopnosti
rozpoznávat známé tváře. psychoterapie Odborná léčba v oku zaostřeno. sériový poziční efekt Graf ve tvaru písmene
psychologickými prostředky. rooting reflex Tendence kojence po dotyku U, z něhož vyplývá tendence, že si jedinci
průřezový výzkum Metoda výzkumu vývoje,
puberta Nástup dospívání projevující se na tváři otočit hlavu za podnětem a otevřít zapamatují více položek ze začátku
v jejímž rámci jsou sledováni a hodnoceni
jedinci rúzného věku. ("'transverzální rústovým spurtem, zvyšující se hladinou ústa. ('0' pátrací reflex "') a z konce seznamu než z prostředních
pohlavních hormonú a pohlavním zráním. Rorschachova metoda Projektivní test částí. ("'křivka umístění "')
studie "')
průzkum Výzkumná metoda založená na
pudová teorie Předpoklad, že fyziologické osobnosti, při němž jedinec uvádí, co mu sexuální orientace Sexuální preference
potřeby navozují stav napětí, jenž motivuje připomínají inkoustové skvrny. jedincú téhož pohlaví, opačného pohlaví
ústním či písemném dotazování velkého
jedince k uspokojení potřeby. rozdělená pozornost Schopnost současně či mužú i žen.
počtu lidí.
věnovat pozornost dvěma či více sezónní afektivní porucha Druh deprese
předoperační stádium Piagetovo druhé
racionalizace Obranný mechanismus aktivitáln. vyskytující se na podzim, kdy jsou krátké,
stádium kognitivního vývoje, v němž jsou
založený na omlouvání vlastníl10 selhání rozdělený mozek Chirurgické přetnutí tmavé dny.
dvou až šestileté děti schopny činit úvahy
a neúspěchú. vazníku mozkového, čímž dojde schémata V Piagetově pojetí mentální
na základě intuice a prelogického myšlení.
racionálně~motivní terapie (REl') Druh k ukončení komunikace mezi pravou reprezentace světa řídící procesy asimilace
představa Mentální reprezentace informace
ve zrakové formě. kognitivní terapie, při níž se jedinec a levou hemisférou. a akomodace.
předsudek Negativní pocity vúči
konfrontuje se svými iracionálními, rozlišující podnět Podnět poukazující na schizofrenní poruchy Poruchy vyznačující
maladaptivními myšlenkami. dostupnost posílení. se hrubým narušením myšlení a vnímání
příslušníkúm určité skupiny.
předsudky vůči členům nereferenční
rámování Negativní vliv na rozhodování rozptylový diagram (scatterplot) Graf, na a rovněž ztrátou kontaktu s realitou.
v dúsledku formulování, "zarámování" němž skóre vymezené dvěma rozměry CX, signálně-detekční teorie Teorie, podle níž
skupiny Tendence předpokládat, že "oni"
možností. Y) udává výsledky velkého počtu osob, je zjišťování podnětu do vysoké mÍ1y
(členovéjiné skupiny) jsou všichni stejní.
708 .;GLOSÁŘ
závislé na podnětu a kritériích pro reakce somatosenzorická oblast mozkové kůry
daného jedince. Oblast mozkové kůry přijímající informace
sítnice Zadní několikanásobná vrstva oka, z dotykových receptorů v kůži.
kde tyčinky a čípky převádějí světlo na spánek nREM Stádium spánku nevyznačující
nelvové podněty. se Iychlými očními pohyby.
Skinnerova skříňka Nástroj, který vymyslel spánková apnoe Porucha, v jejímž rámci
B. F. Skinner za účelem zkoumání účinku jedinec při spánku opakovaně přestane
posilování chování u sledovaných dýchat a vzbudí ho lapání po dechu.
laboratorních zviřat. společenské normy Implicitně daná
skupinová terapie Současná léčba několika pravidla chování, podle nichž se řídí
klientů ve skupině. každá kultura.
skupinové myšlení Styl skupinového řešení spontánní znovunabytí Opětovný výskyt
problémú, při němž se členové vzájemně vyhaslé podmíněné reakce po období
utvrzují v názoru, že mají pravdu. odpočinku.
slabomyslný vědec Mentálně retardovaný stádium formálních operací Piagetovo
jedinec, který má v některých oblastech čtvrté stádium kognitivního vývoje,
výrazné nadání. v němž jsou dospívající schopni logického
slepá skvrna Úsek sítnice, kudy vychází a abstraktníllO myšlení.
zrakový nelv. Nevyskytují se na něm stádium konkrétních operací Piagetovo
tyčinky ani čípky a nereaguje na světlo. třetí stádium kognitivního vývoje
slepé vidění Stav zapříčiněný poškozením vyznačující se schopností logického
zrakové oblasti mozkové kúry, kdy si usuzování.
jedinec kóduje zrakové informace, aniž by stálé vzorce chování Chování příznačné pro
si to uvědomoval. určitý druh, které je zakódované
slovní spojení v nelvovém systému a vyvolávaný
Skupina slov chovající se jako celek, která specifickým podnětem.
nese význam. Tvoří se kombinováním stálost objektu Povědomí o tom, že objekty
morfémů. existují i poté, co se ztratí jedinci ze
sluch Smysl umožňující sluchové vnímání. zorného pole, což si začínáme
sluchová lokalizace Schopnost posoudit uvědomovat od šestého až osmého měsíce
směr přicházejícího zvukového podnětu. věku.
smyslová adaptace Pokles citlivosti vůči standardizace Postup, při němž jsou stávající
podnětu v důsledku častého kontaktu normy použity jako základ interpretace
s ním. testového skóre jedince.
sociálně - kognitivní teorie Přístup standardní skóry Hodnoty udávající
k osobnosti vycházející z principů vzdálenost - při standardní odchylce -
sociálního učení (modelování), ze mezi daným skóre a průměrem všech
získaných vědomostí (očekávání, hodnoty) skóre v soubOlu získaných dat.
a komunikace s druhými lidmi. Stanford-Binetova škála Americká verze
("'kognitivní teorie sociálního učení Binetova testu inteligence, jehož
"') , výsledkem je skóre IQ s průměrem 100.
sociální facilltace Tendence jedinců za statistika Odvětví matematiky zabývající se
přítomnosti jiných zlepšovat výkon při analýzou dat z výzkumů.
jednoduchých úkolech a naopak zhoršovat stereotyp Přesvědčení, na jehož základě je
výkon při náročných činnostech. skupině jedinců přisouzena určitá
sociální fobie Intenzivní strach ze situací, vlastnost.
v nichž může jedince někdo pozorovat. stereotypní vnímání Tendence jedinců,
sociální hodiny Soubor kulturních kteří na základě povědomí o stereotypech
očekávání týkající se toho, jaký je týkajících se jejich skupiny podávají
nejvhodnější věk mužů a žen pro odchod kvalitní nebo naopak méně kvalitní výkon.
z domova, sňatek, začátek pracovní dráhy, stimulancia Třída léků zvyšující aktivitu
plození dětí a odchod do důchodu. centrálního nervového systému
sociální percepce Proces poznávání a dodávající energii behaviorálním
a hodnocení druhých lidí. ('" sociální projevům.
vnín1ání ***) stres Nepříjemný stavaktivace organismu
sociální podpora Prospěšné zdroje pomoci, zapříčiněný vnímáním situace jako
které nabízejí přátelé a další lidé. ohrožení vlastní schopnosti vyřešit ji
sociální psychologie Studium způsobu efektivně.
myšlení, prožívání a chování jedinců Stroopův test Test pojmenovávání barev, na
v sociálních situacích. jehož základě se poznává automatizace
sociální třídění Třídění jedinců do skupin často prováděných činností, například
podle společných znaků. čtení.
sociální zahálka Tendence vynakládat menší studie adoptovaných dětí Metoda zkoumání
úsilí při řešen í skupinových úkolů. vliv výchovy oproti dědičnosti na základě
sociokulturní model Předpoklad, že na srovnávání dvojčat a dalších sourozenců,
duševní poruchy působí kulturní faktOlY. kteří vyrůstali ve stejné rodině, oproti
soma Tělo neuronu. jedincúm vychovávaným odděleně.
somatický nervový systém Oddíl studie rodin Studie sledující genetické
periferníllo nelvového systému, ktelý faktory na základě podobnosti členú
přenáší Signály ze smyslových orgánú do rodiny s rúzným stupněm genetické
centrálníllo nelvového systému a odtud do příbuznosti.
kosterních svalů. sublimace Psychoanalytický pojem označující
somatoformní porucha Druh duševní tendenci převádět potlačené sexuální
poruchy, v jejímž průběhu jedinec prožívá a agresivní impulzy do sociálně přijatelné
tělesné příznaky, které jsou však činnosti.
zapříčiněny duševním, nikoli tělesným superego V psychoanalytickém pojetí část
stavem. osobnosti sestávající z morálních zásad
a svědomí.
sylogismus Logický problém, jehož cílem je
zjistit validitu výsledku na základě dvou či
více premis.
symbolová ekonomika Rozsáhlý program
za účelem změny chování, v jehož rámci
účastníci získávají žetony či jiné symboly
za žádoucí chování.
sympatický nervový systém Oddíl
autonomníllo nervového systému řídící
vúJí neovládanou činnost různých orgánú
a připravující organismus do stavu
pohotovosti.
sympatický nervový systém Úsek
autonomního nelvového systému zv·yšující
aktivaci a dodávající organismu energii na
potřebnou činnost.
synapse Spojení mezi terminálním
zakončením na axonu jednoho neuronu
a dendrity následujícího.
syndrom vázaný na kulturu Opakující se
vzorce maladaptivního chování specifické
pro určitou kulturu nebo lokalitu.
synestézie Vzácný stav, při němž stimulace
jedné smyslové modality vyvolá vjem
v jiné.
syntax Gramatická pravidla, podle nichž se
řídí uspořádávání slov do vět.
systematická desenzibi1izace Technika
behaviorální terapie při léčbě fobií
a dalších úzkostných poruch probíhající
tak, že se kombinuje postupný kontakt
s obávaným podnětem a relaxace.
štěpení (chunking) Proces seskupování
dílčích informací do větších celkú či trsú,
aby se zvýšila kapacita krátkodobé paměti.
t test Statistický test, jehož pomocí se
posuzuje pravděpodobnost, že k rozdílům
mezi dvěma středními hodnotami došlo
náhodou.
telegrafická řeč Raná, stručná forma řeči,
pro niž je příznačné vynechávání
nedůležitých slov, podobně jako je tomu
při psaní telegramů ("Víc mléka").
tematický apercepčnítest (TAT) Projektivní
test osobnosti založený na vyprávění
příběhů na víceznačné náměty.
teorie atribuce Soubor teorií popisující
způsob, jak si lidé vysvětlují příčiny
chování.
teorie konfliktu s realitou Teorie, podle níž
předsudek vyplývá ze soutěživosti mezi
skupinami kvůli omezeným zdrojům.
teorie míry adaptace Teorie, podle níž lidé
posuzují zkušenosti podle současné
roviny, na niž jsou zvyklí.
teorie protikladného procesu Teorie, podle
níž barevné vidění vyplývá ze tří dvojic
protikladných receptorů. Protikladné barvy
jsou modrá a žlutá, čelvená a zelená,
černá a bílá.
teorie příbuzenskéhovýběru Tendence
jedinců pomáhat druhým na základě jejich
genetické příbuznosti. ("'preference
vlastního rodu "')
teorie sebeuvědomováníTeorie, podle níž
pozornost zaměřená na vlastní osobu vede
jedince k tomu, aby si všímal svých
nedostatkú, tudíž je motivovaný ke změně
chování, anebo naopak od
sebeuvědomováníustupuje.
teorie sociální identity Teorie, podle níž
upřednostňují členskou skupinu na úkor
nereferenční, aby si zvýšili vlastní
hodnotu.
teorie sociálního srovnávání Teorie, podle
níž se lidé hodnotí na základě srovnávání
s ostatními.
teorie spravedlnosti Předpoklad, že lidé
chtějí, aby byl poměr mezi vkladem
a ziskem přibližně stejný pro ně i druhé
jedince.
teorie Uspořádaný soubor pravidel, který
popisuje, předvídá nebo vysvětluje nějaký
jev.
teorie vrátkové kontroly Teorie, podle níž
jsou v míše obsažena jakási neurologická
vrátka blokující postupování signálú
bolesti z mozku, dojde-li k zaplacení
konkurenčními podněty. ('" vrátková
teorie bolesti "')
terapie zaměřená na klienta Humanistická
psychoterapie ve vstřícném a chápavém
prostředí, jejímž cílem je podpořit vhled
do sebe a přijetí sebe samého.
teratogeny Toxické látky, které mohou
poškodit embryo nebo plod během
prenatálního vývoje.
terénní výzkum Výzkum provádění
v reálných, nepřipravených podmínkách.
Test implicitních asociací (lAT) Hodnocení
stereotypú, které je postaveno na rychlosti
uspořádávání položek do dvojic (například
černá a bílá, dobrý a špatnyJ.
test zvláštních situací Postup realizovaný
v laboratorních podmínkách, při němž je
rodič odloučen od dítěte a následně se
vrací, aby bylo možno posoudit kvalitu
připoutání dítěte. ("'test neznámé
situace "')
thalamus Limbická struktura převádějící
nervové podněty mezi smysly a oblastmi
mozkové kúry.
transdukce Proces převádění tělesné energie
do podoby senzorických nervových
impulzú.
trest Jakýkoli podnět v rámci operantního
podmiňování, který snižuje
pravděpodobnost výskytu předchozí
reakce.
triarchická teorie inteligence Sternbergova
teorie vycházející ze tří druhů inteligence:
analytické, tvořivé a praktické.
trichromatická teorie Teorie barevného
vidění, podle níž sítnice obsahuje tři druhy
receptorů pro modrou, červenou
a zelenou barvu, jejichž kombinací
vznikají ostatní barvy.
tvarování Proces, při němž je jedinec nebo
zvíře na základě posilování veden k tomu,
aby se naučil určité chování. ("'formování
***)
tvorba lexikálního rozhodování
Experimentální úkol, při němž jsou jedinci
prezentovány kombinace písmen a on se
musí co nejrychleji rozhodnout, zda tvoří
smysluplné nebo nesmyslné slovo.
("'slovní úsudek "')
tvořivost Intelektuální a motivační procesy
vedoucí k novým nápadúm, myšlenkám,
uměleckým výrobkům a formám.
tyčinky Tyčkovitě tvarované fotoreceptory na
sítnici, které jsou vysoce citlivé na světlo.
učení Relativně trvalá změna vědomostí nebo
chování pramenící ze zkušenosti.
úchopový reflex Automatická tendence
kojencll prsty obejmout objekt nacházející
se v dlani.
ukotvení Tendence při novém početním
odhadu používat výchozí hodnotu jako
"kotvu" čili referenční bod.
ulpívání Tendence držet se přesvědčení
dokonce i po prokázání, že jsou
nesprávná.
upřednostňováníreferenční skupiny
Tendence stavět na první místo skupinu,
k níž jedinec přísluší, před jakoukolijinou.
validita Rozsah, v jakém test měří nebo
předvídá to, co by měřit měl.
Varolův most Oddíl mozkového kmene,
ktelý reguluje spánek a aktivaci.
vědoDÚ vlastní účinnosti Předpoklad, že
jedinec je schopen takového chování, aby
dosáhl kýženého cíle
vědoDÚ Vnímání púsobících podnětů,
prožívání myšlenek a pocitú v daném
okamžiku.
vestibulární systém Vnitřní ucho a mozkové
struktury podílející se na vnímání
rovnovážného stavu.
věta Systematicky uspořádaná slova
vyjadíující myšlenku, tvrzení, záměr,
žádost či otázku.
vhled Druh řešení problémú, kdy řešení
jakoby samo naskočí do mysli.
vliv přihlížejícího Tendence za přítomnosti
druhých osob nepřispěchat na pomoc
jedinci v nouzi. ("'pluralistická ignorance
***)
vnější motivace Touha účastnit se aktivity
pro peníze, uznání a další konkrétné
výhody.
vnímání hloubky Využití zrakových vodítek
při odhadu hloubku a vzdálenost mezi
objekty.
vnímání Proces výběru, třídění a interpretace
vjemů.
vnímání Procesy, na jejichž základě
smyslové orgány přijímají informace
z prostředí.
vnitřní motivace Vnitřní puzení motivující
jedince v nepřítomnosti vnější odměny
nebo trestu.
volné asociace Základní technika
psychoanalýzy, kdy pacient říká všechno,
co mu přichází na mysl, aniž by cokoli
cenzuroval.
volné vybavování Druh úkolu vyžadující
zapojení explicitní paměti, při němž si má
jedinec vybavovat informace bez pomoci
vnějších vodítek (například psaní eseje).
vrcholné zážitky Pomíjivý, avšak intenzivně
prožívaný okamžik sebeaktualizace, kdy
jedinec prožívá štěstí, pocit nebývale
silných schopností a pohlcení situací. ('"
mylně vrcholná zkušenost "')
vtištění (imprinting) Instinktivní tendence
novorozených kachňat a housat
následovat matku.
vyhasínání Redukce naučené odpovědi
odstraněním vlivu nepodmíněného
podnětu (klasické podmiňování) nebo
posílení (operantní podmiňování).
vytěsnění Obranný mechanismus, v jehož
rámci jsou ohrožující myšlenky,
vzpomínky a impulzy vyloučeny
z vědomí.
vytváření Utváření naučené reakce na
podnět na základě prezentace
nepodmíněného podnětu (klasické
podmiňování) nebo posilování (operantní
podmiňování).
vývojová psychologie Studium vývoje,
zrání, stárnutí a změn jedince v průběhu
života.
Weberův zákon Zákon, podle něhož
nejmenší pozorovatelný rozdíl podnětu
vnímaný jako stejný podnět navzdory
změny jeho intenzity.
Wechslerova inteligenčníškála pro
dospělé (WAIS) Nejvíce využívaný test
709
inteligence pro dospělé s individuálním
vyhodnocením verbálního
a performačního subtestu.
Wernickeho oblast Oblast v levé hemisféře
podílející se na pochopení řeči.
zábleskové vzpomínky (flashbulb
memories) Živé, naléhavé vzpomínky na
dramatické a emočně vysoce nabité
události.
zachování množství Předpoklad, že fyzické
vlastnosti objektu zústanou stejné,
navzdory vnějším změnám vzhledu. ('"
uchování "')
základní atribuční chyba Tendence
přeceňovat vliv individuálních příčin
chování a podceňovat roli situace.
základní nastavení Rozpětí tělesné
hmotnosti, k němuž organismus
samovolně směřuje.
základní výzkum "Čistě vědecký" výzkum
ověřující teorie a budující základy znalostí
oboru.
zákon účinku Zákon vymezující, že reakce
následované pozitivními dozvuky se
opakují, zatímco v protichůdném případě
platí opak.
zaplavení Technika behaviorální terapie, při
níž je pacient zahlcen podnětem
vyvolávajícím v něm úzkost tak dlouho,
dokud úzkost neodezní.
závislá proměnná Proměnná, která se měří
při experimentu (její předpokládaný
účinek).
zázračné dítě Jedinec vynikající ve specifické
oblasti zájmu.
zevšeobecnitelnost Rozsah, v němž lze dané
zjištění aplikovat na vysoký počet situací
a jedincú v populaci.
znakové detektory Neurony ve zrakové
oblasti mozkové kůry, které reagují na
specifické zrakových podnětů (například
linie nebo úhly).
znovunabytí Tendence druhého podnětu
následně po habituaci prvního podnětu
podnítit nový zájem (používá se při
ověřování, zda kojenci dokážou rozlišovat
podněty). ("'dishabituace "')
znovupoznávání Druh vybavování informací
z explicitní paměti, v jehož rámci jsou
jedinci sděleny informace a on musí
rozhodnout, zda je již zná.
zornice Malá okrouhlá mezera v duhovce, jíž
do oka vstupuje světlo.
zraková kůra Ústředí pro zpracovávání
zrakových informací nacházející se v zadní
části mozku.
zrakový nerv Stezka, po níž jsou přenášeny
zrakové informace z oční bulvy do
mozku.
zrakový útes Přístroj na měření vnímání
hloubky u dětí a zvířat.
zvyk Tendence organismu sžívat se
s podnětem na základě jeho opakovaného
působení.
zygota Oplodněné vajíčko prodělávající
dvoutýdenní období Iychlého dělení
buněk a vyvíjející se do stádia emblya.
živé snění Polovědomý stav, v němž si
jedinec uvědomuje, že sní.
žlutá skvrna Střed sítnice, kde jsou
nahromaděny čípky.
žvatlání Spontánní produkce zvukú tvořících
součást řeči, kterou pozomjeme
u čtyřměsíčních dětí.
710
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Creasey, H., 351 Oion, 477, 516 539-549, 554, 560, 571, 572, 581, 589, Gitlin, MJ., 652, 656 Heyes, C.M., ln
Chapman, J., 607 Etcoff, N., 476 Glanzer, M., 206, 207 Hagoort, 1'., 58
Crick, F.H.C., 284 Dionisio, 0.1'., 441 594, 595, 601, 618, 619, 626-629, 640, Hibbarcl, W.S., 150
Chapman, M., 370 Evans, 5, 95, 149, 637 Glanzman, O.L., 172 Hailey, BJ., 678
Crocker, J, 556, 557 Oipboye, RL., 473 670,684 Hibino, S, 253
Chartrand, TL., 128, 129, 479 Everson, S.A., 139, 678, 688, 689 Glaser, R., 193, 682 Hailman, J.P., 167
Crofton, c., 477 OiPietro, JA., 567 Friclluncl, AJ, 443 Higgins, 255, 557, 602
Chase, 140, 204, 222, 426 Ewing, c.P., 632 Glasier, M.M., 71 Haist, 1'., 216
Crombez, G., 103 Oittman, RW., 312 Friecllander, M.L., 645 Hilgarcl, 5, 146-150, 152
Chen, 249, 393, 532 Exner, JE., Jr., 546 Glass, 130 Haith, M.M., 106, 323, 376
Crosby, 20 Oitto, P.H., 472 Frieclman, 607, 608, 665, 675, 678, Hill, 321, 423
Cheney, O.L., 24, 263 Eysenck, 376, 408, 561, 565-567, 647 Gleaves, O.H., 541, 632 Halcleman, O.c., 313
Crowder, R.G., 206-208, 218 Ooblin, R, 158 685, 686, 691 Hillis, A.E., 59
Cheng, P.w., 255, 469 Gleicber, 1'., 487 Hales, R.E., 33
Crowe, I' A, 486 Dobson, KS., 631, 648, 657 Friencl, R., 482 Hilterbrancl, K, 216
Cherry, E.C., 125 F Glick, 1.0., 306, 646 Hall, 6, 16, 140, 209, 303, 334, 348,
Crystal, O.S., 393 Oodson, c., 228 Friesen, W.V., 443 Hilton, 266, 474, 475, 522
Chinwalla, A.T, 286 Gluck, MA, 55 349, 430, 456, 447, 615
Csikszentmihalyi, M., 408, 461, 558, Oohrenwend, 674 Fabes, RA., 340, 456 Frieske, O.A., 353, 354 Hilts, p.J., 213, 219
Chipman, S.F., 307 Gobet, 1'., 204 Halperin, 440
559, 574, 668 Oollard, J., 495 Fagot, 305 Frijcla, N.H., 450, 457 Himes, G.T, 189, 269
Chol, 470, 492 Goclclarcl, 374, 386 Halpern, 0.1'., 60, 61, 226, 257, 262,
Cuellar, 1., 17 Oomhoff, G.W., 137, 140, 141, 143 Fairey, P.J., 481 Fritz, S., 643 Hines, M., 304
Chomsky, N., 9, 262, 266, 268, 273 Goclclen, O.R., 218 303, 307
Cummlng, B.G., 89, 109 Oomjan, M., 33,1, 170 Famz, R.L., 335 Fritzsche, BA, 499 Hirsch, A.R, 99
Christensen, A., 645, 646, 656 Goethals, G.R, 235 Hamer, O.H., 312
Cunitz, A., 207 Oonderi, O.c., 145 Farah, MJ., 245 Fromm, E., 5545, 628 Hirsh, I.J, 94
Church, A.T., 425 Goffin, RO., 570 Hamermesh, O.S., 477
Curran, JP., 637 Oon1ey, R.O., 247 Faraone, S.V., 600 Fry, JM, 144 Hixon, JG., 523
Chynoweth, c., 126 Golay, M., 22 Hamilton, 291, 472, 483, 656
Cutler, B.L., 232, 233, 474 Oonnelly, 184 Farber, BA, 643 Fujita, 1', 495 Hobson, JA., 135, 141, 142
Cialdini, RB., 479, 482, 489, 499, 500 Gold, 157, 215 Hampt(m, RR., 55, 214, 243
Cyranowski, JM., 600 Oonnerstein, E., 497 Farina, A., 585 Fulero, S.M., 474 Hoclges, 340
CiccheUi, O.v., 139 Golclberg, 339, 526, 570, 595, 596 Hamrick, N., 690
Cytowic, RE., 104 Oonovan, JJ, 431, 570 Farnham, 5.0., 557 Fuligni, A.J, 393 Hofl)auer, RK, 102
Cimbolic, 1'., 601 Golclblau, MJ., 603 Hancock, L., 584, 585
Czeisler, CA, 133, 134 Oornbusch, S.M., 393, 400 Farrell, PA, 48 Funder, O.c., 538 Hoffman, 87, 105, 109, 112, 344
Cioffi, O., 684 Golclhagen, OJ., 483 Handel, A., 357
Ooty, RL., 97-99 Farvolden, 1'., 548 Funk, S.c., 686 Hofmann, A., 157
Cipolli, c., 141 Hankin, RL., 600
Clark, 16, 266, 338, 483, 521, 579,
D Oougherty, 376, 473 Fawceu,]., 70, 71 Furman, W., 347 Golcling, 614
Hanna, E., 40, 192
Hofstecle, G., 511
Oouglas, 144, 498 Fay, R.E., 310 Furr, S.R., 603 Golclman-Rakic, P.S., 328 Hogan, 570
587,690 Oabbs, JR, 304, 494, 564 Golclsmith, 338, 429 Harclin, 273
OouthiU, E.A., 491 Fazel, S., 617 Hogg, MA, 526
Clarke-Stewart, KA., 339 Oallenbach, KM., 101, 224 Golclstein, 60, 261, 309 Hare, RD., 616, 617
Oovidio, J.F., 500, 528, 529 Fazio, RH., 276 Holahan, C.K., 356, 396
760 .. REJSTŘíK JMENNÝ .. REJSTŘíK JMENNÝ 761

Holden, c., 295 Jenkins, 224, 228, 429 Kinnunen, T, 153 Lachman, M.E., 318 Linclvall, O., 71 McGuffin, 1'., 2R7, 600 Meehl, 1'.1'., 613 Murray, 233, 386, 387. 392, 546
Holder, 274 Jensen, 373, 374, 376, 386, 391 Kinsey, A.C., 310, 348, 349, 417 Ladd, G.W., 339 Linet, M.G., 638 McGuire, 49R Meeus, W.HJ, 4R4 Murtagh, D.RR, 144
Holding, D.H., 193 Jessel, D., 102 Kirby, 186 LaFrance, M., 456 Linn, 373, 394 Machado, A., 332 Megargee, 1'.1., 56.2 Myers, 55, 458, 617
Hollandsworth, JG., Jr., 601 Jessell, TM, 302, 308 Kirk, S.A., 583 LaFromboise, T, 521 Linszen, D.H., 220 McIntosh, D.N., 446 Meichenbaum, D., 641 Myerson, J, 392
Hollins, M., 100 Jessor, R., 349 Kirsch, 1., 14R, 152, 153 Laird, JD., 446 Linton, M., 230, 231 Macionis, JJ., 476 Meissner, C.A., 525
Hollon, S.D., 646, 657 Jockin, V., 565 Kirsner, 193, 630 Lalumiere, M., 176 Linver, 299 Mack, A., 15R Meltzer, HY, 605, 611 N
Hollmvay, J, 684 Johnson, 31, 209. 221, 229, 268, 273, Kilwin, B.R, 615 Lam, 655 Linville. P.W., 23, 260. 522 Macka"ey, W.R., 231 Meltzoff, AN, 190, 232, 325. 333
Naeller, G., 253
Holmbeek. G., 348 325, 368, 391, 420, 4R5, 4R6, 532, 566 Kitayama, S., 514--516 Lamb, M., 338 Lipsey, M.W., 647 McKenna. K.Y.A .. 4Rl Melzack. R.. 102
Nadon, K, 149
Holmes. 674. 686 Johnson-Laircl, 1'.:\., 246, 254 Klaidman. D.. 96 Lambert. 647, 648 Lipsitt, L., 322 Mackie, D.M., 486, 4R7 ~Iereelith, 104
Nantais. K.M .. 390
Holtgraves, T, 256 Joiner, TE., 602 KLne. M.T.. 525 Lampinen, JM., 22R Lipton, RB., 638 McKillop, KJ, 649 Merikle, P.~1.. 124. 128
Karrow. WE.. 57R. 587. 599, 606
Holyoak, Kl., 249 Jones, 342, 392, 417, 469. 4RO, 4R3. Klatsky, RA., 100 Land, M.F., R4 Liu,519 ~lcKinlay. 351 :Vlerzenich, M., 69
Kathan. P.E .. 5R5. 651
Holzman, P.S .. 611 51R, 522, 627, 64R Klauer. KC .. 254 Lang, 35R Livesley, WJ. 613 McKinley, Jc., 562 Mesquita, B. , 450. 457
Nathans, J, 91
Hong, Y., 471 Josephs, RA., 156,495 Kleiman. M.A.R .. 158 Lange, JE., 437 522 Livingstone, M., R9, 105 MacKintosh, N.J, 3R6 Messier, c.. 215
Keath. I.. 208
Honorton, c., 116, 117 JoY,J,15R Klein, 474, 5R5, 588 Langenbucher, JW., 583 Loeke, B., 429 McLaughlin, JP., 529 Messinger, D.S., 335
Neisser, U., 9, 1200. 213, 21R. 234.
Honts, C.R., 441 Jucld, Cvl., 2R2, 523 Kleiner, K.A., 3425 Langer, 256, 362, 552 Loeber, R, 303, 494 MacLeoel. 127 Metalsky, G.I., 601, 602
235, 366, 367
Honzik, C.H., lR9, 190 Juclge, TA., 429, 570 Kleinman, 5R7, 593 Langevin, B., 145 Loehlin, Jc., 298, 564 McMullin, RE., 639, 641 Metcalfe, J, 250, 551
Nelson. 57. 67. 235. 268. 523
Hopkins, W.D, 60, 393, 396 Juclice, TN., 475 Kleinmuntz, B., 440 Langley, G., 30 Loewenstein, RJ, 259 McNally, KJ, 173, 587, 588 Meyer, 12R, 216, 242, 440. 546
Kel11eroff. C.B., 601. 652
Hoptman, MJ, 65 Julien, RM., 652 Kleitman, N., 135, 136 Langlois, JH., 477 Loftus, 202, 211, 213, 225, 227, 229, McNamara, TP., 212. 243 Mezzich, JE., 5R3
Kersessian, 1'., 630
Horn, 7, 135, 139, 354, 377, 545. 628 Jung, 7, 545, 565. 62R Klerman, G.L., 599 Lansing, A.K., 350 232, 234, 242, 243, 273, 633 McNan, D.B., 599 Micale, M.5., 595
Nesse, RM., 600
Horvath, 441, 648 Jussim, L., 399 Kline, 1'., 377 Lansky, JA, 33R Logothetis, N.K., 89 MeNeal, ET, 601 Michael, RT, 22
Nettleton, N.C., 66
Hothersall, D., 169 Kling, K.C.,556 Larsen, 455, 45R, 4R1 LoLordo, V.M., 185 MePherson, 476 Michelson, L.K., 596
Neuberg, S.L., 475
Hough, L.M., 570 K Kluft, R.P, 597 Larson, 345, 348 Lopez, 17,472, 512, 581, 582 MacQueen, G., 177 Midellebrooks, Jc., 94
Neugarten, B.L., 356, 357
Houk, Jc., 54 Knapp, R.R, 558 Lashley, K.5., 213, 214 Lorenz, K, 166, 291, 335, 494 Macrae, C.N., 522 Miele, F., 374
Kagan, J, 282, 312, 326, 330, 338, Neul11ann, R., 35R, 479
House, JS., 423, 428, 689 Knight, 303 Latané, B., 423, 482, 491, 500-502, Lourenco, O., 332 McRae, K., 243 Miles,494
567, 568 Neviel, JS., 641
Hovland, c.1., 495, 525 Knoblich, G, 249 517 Lovaas, 0.1., 637 McReynolds, 1'., 7 Milgram, S, 466, 479, 4R3, 4R9, 508
Kahn, 628, 630 Newcol11b, A.F., 340
Howard, 103, 647 Knoedler, A.J., 208 Lattal, K.A., 186 Low, P.W., 615 McSweeney, F.K., 16R Millar, S., 113
Kahneman, D., 23, 255-260, 450, 458 Newcombe, 66, 234, 307
Howe,234 Knowlton, BJ., 238 Laumann, 22, 417, 421 Lubart, T.I., 251, 382 McVety, K.M, 189 Miller, 31, 66, 67, 96, 98, 100, 157,
Kail, R., 331, 334 Newell, A., 24R
Howes, 352 Kobasa, S.c., 686 Lavie, 1'., 132 Lubinski, D., 396 MacWhinney, B., 263 174, 180, 203, 213, 265, 303, 390, 424,
Kaiser, 90 Newman, 477, 565
Hoyer, WJ, 358 Koch, 181, 664 Lavine, H., 487 Luborsky, L., 629, 630, 648 Madelen, K.S., 588 450, 470, 482, 494, 562, 637, 677, 67R,
Kako, 1'., 272 Newpol1, E.L., 269
Hrobjartsson, A., 666 Koclis, M, 99 Lazanrs, 451, 452, 650, 683 Ludwig, A.M., 604, 605 Maddi, S.R, 40R, 674 6R1
Kalakoski, V., 204 Newton, TL., 690
Hubel, D.H., 88, 89 Koelling, RA, 172 Leary, 6, 420, 586, 5R8 Lundy, 322 Maddux, JE., 553 Miller-Jones, D., 374
Kalb, M.B., 630 Nezlek, JB., 602
Hudson, W., 80 Koffka, K., 105 Leavens, D.A., 60 Luthans, F., 188 Madigan, S., 206 Milling,39R
Kalichman, S.c., 691 Nickerson, R.S., 225, 252
Hudspeth, A.J., 94 Kohlberg, L., 343, 344, 361 LeBoeuf, RA., 253 Lutz, W., 274 Maelrazo, 1., 71 Milion, T, 613, 616
Kalish, 185, 359 Niela, S., 501
Huesmann, L.R, 496, 497 Kohler, W., 250 Lebow, J., 646 Luxon, L., 95 Magee, W,J, 588 Mills,489
Kamin, L.J, 386 Nieelenneyer, 1'., 50
Hugdahl, K, 61, 65 Kohn, P.M., 430, 674 Lecc!, L., 594 Lycliarcl, RB., 657 Magloire, K., 690 Milson, R., 222
Kandel, E.R., 41, 45, 167, 548 Nigg, J.T, 585
Hughes, 490, 582, 590, 593 Kolata, G., 48 Lederman, SJ., 100 Lykken, DT., 297, 441, 461, 565, 616 Magnusson, D., 342, 569 Milton,]., 117
Kanner, A.D., 674 Nijhawan, R, 113
Hull, JG., 407, 669 Kolb, B., 56, 68, 193 LeDoux, JE, 43R, 452 Lymbumer, JA., 615 Maheswaran, D., 485 Mimeault, V., 145
Kaplan, 372, 374 Nikles, c., 140
Hulse, S.H., 94 Konishi, M., 94 Lee, 383, 391, 523 Lynch,292 Mahoney, MJ., 630, 646 Mineka, S., 175, 293, 590, 636
Kaplowitz, P.B., 342 Nimmons, D., 311
Hulshoff, 1'., 612 Konrad, A.M., 309 Lefcoult, H.M., 551 Lynn, 148, 151-153 Mahowalel, M.W., 146 Minuchin, S., 646
Karau, SJ., 492 Nisbett, R.E., 20, 258, 261, 470, 496
Humphries, S.A., 102 Koocher, G.P., 13, 28 Lehman, 261, 372, 427 Lyons, 640 Major, B., 519 Mischel, W., 550, 551,569
Kamavas, WJ., 112 Noble, J., 149
Hunsley, J., 546 Kopff, RG., Jr., 630 Leibowitz, H.W., 114 Lytton, H., 305 Majors, R., 674 Mita, TH., 476
Kami, A., 68 Nolen-Hoeksema, S., 599
Hunt, 28, 273, 345, 376 Kopta, S.M., 647 Leichtman, M.D., 337 Malinoski, PT, 151 Mitchell, 186, 379, 429
Kashima, Y., 471 Norcross, J.c., 650
Hunter,357
Kasimatis, M., 458
Korchmaros, J.D., 292 Leigh, RC., 417, 669 M Malone, P.S., 470 Mitler, M.M., 135
Norenzayan, A., 470, 512
Hupka, R.B., 457 Kom, JH., 7 Leiker, M., 678 Malpass, RS., 233 Mittler, 1'., 297
Kasper, S., 654 Maas, JB., 144 Norton, G.R, 416, 587, 598
Hurtz, G.M., 570 Kosonen, 1'., 261 Leinbach, M.D., 305 Maltsberger, JT, 603 Mix, K.S., 326
Kassin, S.M., 473, 475 Maass, A., 483 Nosek, BA, 531
Huttenlocher, 268 Kosslyn, S.M., 210, 245, 246 Lemann, N., 370 Mandel, D.R, 326 Miyake, 206, 460
Kassinove, Jl., 257 McAclams, D.P., 235, 423, 424, 547 Novick, L.R, 469
Huxley, A., 176, 400 Katovsky, K., 249 Lemonick, M.D., 342 Mandler, G., 221 Moffin, 342, 349
Kaszniak, A.W., 353 McArthur, 445, 469 Nowell, A., 303, 394
Hyde, 394, 418, 596 Kounios, J, 249 Lenneberg, E.H., 269 Mann, 691 Moghaddam, F.M., 519, 524
Katsanis, J., 152 McBumett, K., 617 Nunez, P.L., 50
Hyman, 117, 230, 605 Koutsaal, W., 225 Lennie, 1'., 90 Manning, C.A., 215, 282 Mohl', C.D., 156
Katz, 97, 352, 528 McBumey, D.H., 290 Nurius, 1'., 555
Kovaleski, S.F., 232 Lennon, RT, 370 Mannuzza, S., 585 Moir, A., 302, 307
Kaufman, 114, 354, 370, 487 McCall, 176, 376 Nyberg, L., 52
I Kavanaugh, R.D., 331
Kovecses, Z., 442 Lenzenweger, M.F., 605 Maguet, 1'., 153 Monaco, G.E., 210
McCann, LL., 686
laccino, JF., 62, 65 Kawakami, K, 523
Kovem, M.B., 475
Kowalski, RM., 302, 588
Leon, M., 175
Leonard, 495
McCarley, R.W., 141, 142
Maren, S., 173
Marian, V., 21R
Mondloch, CJ., 325
Mondschein, E.R, 306
o
lacono, W.G., 441, 598, 601 Kazclin, A.E., 186, 631, 637 McCarthy, 453
Kozak, MJ., 635 LePage, A., 496 Maris, R.W., 603 Moneta, G., 185 Oaeles, R.D., 606
Ickes, W., 569 Keckluncl, G., 135 McCartney, K, 299, 387
Kozhevnikov, M., 247 Lepore, S.J., 690 Markey, P.M., 503 Mongeluzi, D.L., 170 Oakes,400
Ingham, A.G., 491 Keith, JR., 189 McCauley, C.R, 492
Kozin, M., 232 Lepper, M.R, 190, 191,430 Markman, 242 Montepare, JM., 31R, 445 Oakhill, lV., 254
InglehaI1, 357 Keith-Spiegel, 1'., 13, 28 McCeney, M.K., 67R
Kraepelin, E., 5, 604 Lessard, N., 96 Marks, 32, 104, 117, 139,635 Montgomery, G.H., 149 O'Brien, EJ., 569
Inhelcler, B., 329, 332 Keller, 92, 98, 273, 487 McClelland, 266, 373, 409, 425, 426,
Kramer, 654 Leung, 517 Mar'kus, 514-516, 555 Monti, P.M., 637 Odbert, HS, 561
Insel, TR, 591 Kelley, 46R, 503 546, 547
Krantz, D.S., 678 Levanen, S., 6R Marler, 1'., 189 Moore, 130, 170, 192, 325, 333 Oestennan, K., 303, 494
Intons-Peterson, MJ., 132, 245 Kellman, P.J, 324 McClintock, M.K., 99
Kranzler, JH., 376 LeVay, S., 311 Marsh, 221, 401 Morales, F.R, 140 Offer, D., 346, 348
Intraub, H., 225 Kellner, R., 594 McCloskey, M., 228, 234, 246, 247
Krasne, F.R, 172 Levenson, 358, 442, 6R4 Marshall, 552 Moran, 338, 474 Ogbu, JU., 392
lronson, G., 673 Kellogg, 270 Maccoby, E.E., 303, 307, 339, 393
Krasnow, A.D., 651 Leventhal, H., 299, 487 Martin, 51, 177, 186, 274, 305, 307, Morawetz, D., 185 O'Hara, 206, 557
Irwin, 681 Keily, 102, 326, 649 McConkey, KM., 149, 150
Krebs, D.L., 344 Levin, 223 340, 456, 664 Moray, N., 126 Ohlsson, S., 249
Isabella, RA, 338 Kelman, H.C., 483 McConnell, 212, 276
Kroonenberg, P.M., 33R Levine, 303, 394, 481, 482, 512, 516, Martino, G., 104 Morelli, 32R, 515 Ohman, A, 173, 293, 445, 590
Isen, A.M., 4R7 Kempermann, G., 71 McCormick, D.A., 214
Krosnick, JA., 23 524, 667 Maser, 588 Morin, C.M., 144, 145 Okagaki, L., 307, 395
Iro, TA, 196, 495 Kenclall, P.c., 617, 651 MacCoun, RJ, 15R
Knrg, E.G., 673 Levinson, 273, 355, 356, 362 Maslach, c., 675 Morris, 258, 341 Okazaki, S., 392
Iverson, 158 Kendler, 297, 600 McCrae, 357, 537, 53R, 561, 570
Kruger, 102, 260, 669 Levy, 63, 65, 262, 305, 352, 510, 565 Maslow, A., 409, 422, 423, 537, 554, Morrison, 186, 389 aids,]., 180
Izarcl, C.E., 444, 446, 447, 451 Kenealy, P.M., 218 McCullough, ME, 690
Krumhansl, c.L., 93 Lewine, RJ, 613 557, 55R, 573 Morrongiello, BA, 306 Oleson, J, 638
Kenrick, D.T, 418, 419, 477, 495 MeDaniel, M., 249
Kryter, K.D., 92, 95 Lewinsohn, P.M., 34R, 599, 601 Masson, JM., 453 Morton, J, 325 Olfson, M., 653
J Keogh, 1'., 102
Kubany, E.S., 673 Lewis, 295, 321, 331
McDermott, 198, 230
Master, M.S., 303 Moscovici, S., 483 Oliver, Uvl., 412, 418
Kerekes, A.RZ., 471 MacDonald, 156
Jacklin, C.N., 301, 307, 339, 393 Kiibler-Ross, E., 359, 362 Liben, L.S., 304 Matarazzo, JD., 377 Moskowitz, 524, 569 Ollenelick, TH., 651
Kerkhof, G.A., 132 McDonald, 70
Jackson, 59, 527, 559, 609 Kubzansky, L.D., 687 Lichstein, KL., 144 Matsul11oto, 458 Moulton, 96, 276 Olness, K., 149
Kernis, M.H., 556 McEleney, A., 451
Jacobs, 68, 90, 307, 629, 659 Kuffler, S.W., 87 Lichtenberger, E.O., 370 Matthews, 351, 385, 599,677, 6R6 Mount, MX., 570 Olson, 297, 449, 450. 565
KelT, 396, 474 MeEwen, B., 681
Jacobson, 321, 39R, 473, 645, 646, 656 Kuhl, 246, 322 Lichtman, RR, 415 Matthysse, S., 611 Mounts, N.S., 347 Ones, D.S., 570
Kessler, RC., 12, 358, 578, 586, 617, McFall, R.M., 83
Jacowitz, KE., 23 Kuhn, D., 255, 262 Lickey, M.E., 155 Maurer, 325 lVloutoussis, K., 89 Opper, S., 329
645, 673 MacFarlane, S.W., 495
James, 6, 7, 9, 15, 124, 125, 128, 222, Kulik, 234, 372, 423, 424 Liebennan, 475 Mauro, R, 450 Moynihan, JA., 679 Oren, D., 133
Key, W.B., 130 McGarty, c., 49R
322, 351, 395, 437, 440, 446 Kunda, Z., 471, 472, 669 Lifton, RJ., 548 Mayberg, HS, 667 Mueller, P.M., 427 Orlinsky, D.E., 647
Kiecolt-Glaser, JK., 664, 682 McGaugh, JL., 215
Jamison, 604, 605, 641 Kuntz-Wilson, W., 128 Light, 352 Mayer, 102, 385 Muenchow, S., 391 Orne, 149, 59R
Kiewra, K.A., 226 McGhie, A., 607
Janis, LL., 492, 493 Kupfer, DJ, 657 Lightfoot, c., 349 Mazur, JE., 185 Mullally, P.R., 3R9 Ornstein, 665, 683
Kihlstrom, JF, 148, 385, 54R McGinnis, 687
Jankiewiez, H., 154 Kurasaki, K.5., 17 Lilienfeld, SO., 15, 597 Meacl, M., 346, 447 Mullen, B., 498 Osman, B.B., 5R5
Kilgour, A., 100 McGlashan, TH., 610, 611
Janoff-Bulman, R, 552 Kutchins, H., 583 Lin, 244, 394 Meade, M.L., 280 Muller, RA, 67, 68 Ost, L.-G., 589, 635, 636
Kim, 59, 478, 492, 514, 515 McGlynn, 353
Jansari, A., 231 Linden, 1', 250, 270-272 Mealey, L., 477 Mulligan, R., 354 Ostrol11, TM., 522
Kimble, D.P., 44, 71, 84 McGregor, I.S., 167
Jelicic, M., 216 L Lindenberger, U., 353 Medina, J.J., 350 Mullington,]., 144 Ostrove, JM., 35R
Kimmel, AJ., 30 MacGregor, JN., 251
Jemmott, JB., 690 Lindsay, 225, 233 Meelnick, SA, 3R3 Murelock, 308 Oswalel, F.L., 570
Kimura, D., 304, 305 LaBerge, S.P., 140 McGue, M., 297, 3R7, 565
Jenicke, MA, 591 Lindsley, O., 188 Medvec, V.H., 451 Murphy, 133, 170, 221, 244 Overmier, JB., 31
762 II REJSTŘíK JMENNÝ • REJSTŘíK JMENNÝ 763

Oysennan, o., 514 Pinker, S., 263, 266-268, 273, 293 Reifman, A.s., 495 Russo, N,F" 16 Scoville, W,B" 213 Slater, A., 107 Straek, 1'., 446, 479 Tolman, E,e., 189, 190, 192
Pittman, TS., 128 Reis, HT, 476 Rust, ]., 299 Scullin, MR, 336 Slavin, RE., 400 Stral1an, EJ, 131 Tolnay, S,E" 525
p Platt, J-]., 157 Reisberg, O., 219, 228 Ruth, TR., 346, 405 Sears, R,R, 396, 495, 525 Sloan, R., 691 Straneva, P.A., 48 Tomarken, AJ, 438, 439
Plomin, R., 33, 282, 285, 287, Reisenzein, R, 455 Ruvolo, A" 555 Sebel, P,5" 220 Slabin, D.I., 266 Straube, E.R., 606 Tomblin, JR, 96
Pace-Schott, F.F., 131, 135
297-299, 387, 564 Reiser, 342 Ryan, R.M" 409, 430, 458 Sedikides, e., 522 Slavie, 1'" 259 Strauman, TJ., 556, 557, 602, 667 Tomes, N" 625
Packard, V., 130
Plotkin, H., 33, 419 Remley, A" 514 Ryder, A,G" 562 Seeman, P" 612 Smetana, ]. G" 345 Straus, M.A" 184 Tooby, 290
Paffenbarger, RS., Jr., 686
Plous, S., 31 Renault, E,M" 129 RylI, e.O, 556 Segal, ca., 588 Smilek, O., 104 Strauss, O,H" 323, 594 Torrey, F.F., 606, 609
Paivio, A., 210
Plutchik, R, 454 Rendell, L., 192 Segall, M.H., 114 Smith, 32, 132, 150, 168, 243, 249, Strawbridge, W,J-, 690 Totterdell. 1'., 134
Paley, B., 645
Palfai. T.. 154
Poli, M.O., 191 Renfrew, J-W" 494 s Segerberg, O., 352 526, 398, 414, 450, 475, 478, 486,498, Streissguth, A,P., 521 Toufexis, A" 95
Polidoro, ;VL. 116 Rescorla, RA" 171, 174, 179 SaaL FE, 502 Segrin, e., 602 514, 517, 584, 585, 6112, 647, 648, 650, Streri, A., 550 Tourangeau, R, 25
Palmer, 87, 105, 241, 275
Poling, A" 189 Resnick. Sl. 552, 584 Saariluoma, P., 204 Seifert, e.M" 229 678 Strickland, B.R., 190, 551 Trafimo\v. D" 514, 515
Palmore, E.B., 352
Polivy, J., 416, 555 Rest, J-R, 545, 344 SacTo, W.P .. 602 Seligman, MEP., 173, 295, 590, 601. Smyth, 649, 690 Stroop, JR, 127 Trainor, LJ, 526
Paniagua, F.A., 17
Poole, OA, 557 Restak, RM., 102 Sachs, J., 210 602, 624, 646, 649, 687, 688 Snarey, JR, 344 Stroumsa, G,G" 141 Trakowski, JH., 587
Panskepp, J-, 438
Pope, H,GJ, 504, 494 Reuman, D.A., 401 Sacks, O,, 49, 56, 80, 100, 107, 110 Selye, H., 675, 692 Snidman, N" 568 Struckn1an-JohnsoI1, 486 Tranel, D., 129
Parducci. A., 229, 460
Porac, e., 60 Reuter-Lorenz, PA, 66. 67 Semb, G.B., 209 Snodgrass, SE, 508 Strupp, HR, 646, 648 Travis, 45, 502, 457
Park, 353, 354, 523 Sadato, N" 68
Porte, HS, 142 Reyner, L.A" 155 Sacller, P" 148 Sergent, J., 65, 65 Snyder, 48, 142, 154, 474, 478, 487, Stukas, A.A., 474 Treat, T.A" 85
Parker, 540, 585, 401, 546
Parter, RH., 98 Reznick, J-S" 291. 317 Salapatek, P., 525 Seyfarth, R,M., 24, 265 569 Stumpf, H., 303, 394 Treisman, A., 126
Park in, AJ, 251
Posavac, EJ, 416 Rhee, E" 514 Salgado, ].1'., 570 Seymour, TL., 441, 569 Snydennan, M" 575 Stunkarcl, A,J,297, 414, 415 Treyens, Je., 227
Parks, R.W., 555
Posluszny, O.M" 671 Rhine, 115, 116 Shadish, W.R., 647 Soares, JJF" 173 Subrahmanyan, K" 307, 595 Trianclis, H.e., 482, 510, Sll, 514,
Parmelee, A.H., Jr.. 328 Salk, L., 67
Posner, 51 Rhoades, L., 191, 430 Salomon, K, 212 Shaffer, L.A" 347 Sobe!, D" 665, 683 Sue, 17, 392, 595, 649 517, 531
Parsons, L.M., 54
Postle, B,R, 215 Rhodes, 558, 477 Salovey, 1'., 419, 671 Shafir, E" 253 Sokoloff, G., 455 Suh, E,M" 459, 461 Triplett, N" 489
Pascalis, O., 325
Postman, L.]., 529 Rhue, ].W., 147 Salthouse, TA, 354 Shah, 1'" 206 Sokolov, E.M., 167 Sullivan, 145, 175, 321 Trivers, RL, 292
Pascual-Leone, A., 68
Postmes, T, 492, 498 Rice, 267-269, 334 Sampson, 513 Shanker, S,G" 273 Solanto, MY, 585 Sundel, M., 357 Tropp, LR., 551
Pashler, H.E., 125, 126
Potter, 112 Richardson, 97, 397 Shannon, R,V" 96 Solms, M" 143 Sunderland, T, 215 Trost, M.R., 380
Passingham, RE., 54 Sams, 201
Poulson, e.L., 192 Rickard, Te., 52 Sanbonmatsu, D,M" 514 Shapiro, 647 Solomon, 15, 48, 456, 548, 599 Suomi, S,J" 567 Tseng, W., 582, 593
Passman, R.H., 335
Powers, D,E., 372 Rief, W" 594 Sanchez, J-I., 520 Sharon, T, 327 Sommers, S,R., 475 Sum, R, 532 Tsuang, M.T., 600
Patrick, CJ., 617
Prasher, D" 95 Rilling, M" 212, 550 Sanderson, 443, 587 Sharpe, L.T, 91 Sompayrac, L., 679 Sussman, N" 508 Tuerlinckx, 1'" 547
Patterson, 270-272, 579, 445
Pratkanis, A.R" 130, 531 Rinck, M" 223 Sandstrom, MJ, 340 Shaver, P,R, 338 Spangler, W.O., 428, 527 Sutton, J,E" 578 Tulving, E" 208, 209, 211, 217
Paul,212
Pratto, F., 523, 527 Rind, R, 14 Sanna, L.]., 451 Shea, O,L., 394 Spanos, N.P" 152, 597 Suzuki, K" 114 Tune, LE" 215
Paulesu, E., 104
Premack, D" 270 Rips, LJ" 243 Sansavini, A" 326 Shearn, D" 442 Spearman, e., 376, 377 Swann, 305, 475, 555 Turiel, E" 343
Paulos, J-A., 295
Prentice, D,A" 482 Ristau, CA, 269 Sheehan, 150 Spears, R" 498 Swayze, V.W" 658 Turk, 102, 588, 589
Paunonen, S.V., 561 Saper, e.B" 57
Prentice-Dunn, S" 498 Ritter, 393 Sapolsky, Rlvl., 675, 676, 678 Sheldon, W,H., 409, 564 Spelke, 333 Swets, JA" 83, 117 Turkheimer, E., 297
Pavlov, 1., 8, 168-175, 177-179, 194,
Pressman,]., 55, 658 Roberts, 50 Sarbin, TR" 153 Shelton, Re., 612 Spence, S,H" 639 Swim, JK., 307 Turkkan, JS., ln
549, 550, 565, 650, 631
Previde, E,P" 191 Robins, 9, 358, 671 Shepard, R.N" 105, 245 Spencer, 399, 526 Swindell, S" 168 Turner, 518, 526, 531, 588, 589
Pavot, W., 458 Sarter, M" 52
Price, 414, 415 Robinson, 282, 297, 396, 398, 417, Sheppard, ].A" 492 Sperling, G" 200, 201 Syme, S,L, 689 Tversky, 255-260
Payne, D.G., 230 Sary, G" 89
Principe, G,F" 337 527, 531 Savage-Rumbaugh, S., 270-272 Sherif, M" 480, 481 Sperry, RW., 40, 62, 64, 70 Symonds, RD" 648 Twenge, JM" 495, 556, 557
Peake, P.K., 551
Prioleau, L., 649 Rochat, 1'" 330 Savitsky, K, 451 Sherman, 1'" 271, 291 Spiegel, D" 689 Symons, e.S" 209 Tyler,96
Pear,]., 186
Pritchard, 615 Rock, 105, 107, 114, 132 Sherry, D,F" 214 Spiro, 673 Szasz, T, 580 Tyron, R,e., 294
Pearce, J-M., 168, 171 Sawyer, TF" 16
Privette, G" 558 Rodgers, 389, 658 Saxe, L., 441 Shettleworth, SJ" 55, 214 Spitz, H,H., 398 Szucko, JJ, 440
Pearson, K., 60
Pease, 501
Proffitt, D,R, 247 Rodin,]., 552, 687
Scarr, S" 298-300, 339, 392 Shidlo, A" 313 Spitzer, RL, 583 u
Pecheux, M.G., 330
Provencal, A" 482 Roediger, 198, 216, 225, 230 Schab, F,R., 218 Shields,]., 611 Spock, BJ" 515 T Uba, L., 521
Provost, e., 508 Roesch, R, 615 Schachter, S" 412, 423, 449, 502 Shiffrin, R.M" 126, 199 Sporer, S,L., 233
Pederson, D.R, 338 Tajfe!, H" 525, 526 Uchino, B,N" 423, 689, 690
Ptito, M" 87 Roese, NJ" 450 Schacter, D.L., 198, 200, 212, 214, Shih, M" 400 Spradley, 482
Pedone, R, 249, 250 Takeuchi, A,H" 94 Ulman, K,J" 342
Pullum, G.K, 274 Rogers, 112, 209, 310, 487, 498, 536, 216, 222, 236, 596 Shimamura, A,P" 354 Sprecher, M., 418
Pelham, 555, 585 Talwar, S.K., 186 UJmer, D" 685
Purdy, J-E" 31 554, 555, 557, 560, 573, 615, 641-645 Shinohara, T, 96 Springer, S.P" 62, 65, 295
Pellegrini, 290 Schaie, K,W" 352, 354, 355 Tang, Y,P" 294 Underwood, 224
Putnam, 597 Roggman, 477 Shiraev, E" 510 Squier, L.H" 137
Penfield, W., 50, 56-58, 213, 214 Schall,89 Tangney, ].1'" 450 Ungerleider, L., 68
Pyszczynski, T, 13, 548, 602 Rogoff, B" 298, 328 Schaller, M" 500 Shneidman, E" 356 Squire, L.R" 55, 212, 214
Penn, O.L., 585 Tannen, D" 266, 301 Urbina, S" 372, 547
Rollman, G,B" 100 Schanberg, S,M" 336 Shneidman, E,S" 649 Staats, 176
Pennebaker, J-W., 649, 686, 690 Tassinary, L.G., 445 Usher, JA" 234
Penrod, S.D., 232, 233
Q Rolls, ET, 55, 180, 211, 437
Schare, ML, 257 Shoda, y" 569 Stacy, A,W" 156, 669 Taylor, 412, 424, 469, 495, 524, 548, Uttal, W,R., 52
Rollyson, e., 22 Shostrom, E" 558, 559 Stadler, MA, 166, 230
Pensky, E., 358 Quinn, 106 Schatzberg, A,F" 652 587, 667, 669-671, 676, 677, 684, 690 Uyeyama, R,K., 270
Romney,211 Schauben, L., 552 Shoulson, 1., 71 Stangor, e., 522
Peplau, L.A., 313 Quinsey, V" 176 Tedeschi, JT, 489 Uzgiris, I.e., 192
Roozendaal, R, 215 Shulgin, A,T, 157 Stanley, 303, 393, 394, 396, 397
Pepperberg, LM., 269 Schedlowski, M" 679 Tellegen, A" 297, 461
Perdue, 525 R Rorschach, H" 546
Rosen,
Scheibel, A,B" 351 Shulman, D., 141
Shum, M.s., 233
Stanovich, K.E" 261, 354
Stanton, 674
Teng, E" 213 v
Perkins, R, 475 Scheier, M,F" 668, 687 Tenpenny, PL, 221
Raaijmakers, Q,A,W" 484 Rosenberg, N.A" 286 Sicoly, F., 20 Stark, E" 140,349 Vaillant, G,E" 236, 555
Perlman, D., 427 Schellenberg, E,G" 390 Terkel, S" 527, 532
Rabkin, 304 Rosenfeld, 146, 508 Sidanius,]., 527 Staszewski, 204 Valenstein, E,S" 55, 658
Perlow, MJ., 71 Schenck, e.H" 146 Terman, LM" 368, 569, 574, 396
Rachlin, H., 185 Rosenfield, RL., 342 Siegel, 139, 144, 153 Stattin, H., 342 Valenza, E" 325
Perls, F.S., 643 Scher, SJ" 670 Terraee, H,S., 270-272
Rachman, 588, 635 Rosenhan, O,L., 584 Siegler, 329, 333, 334, 678 Staub, E., 495 Vallar, G" 66
Perone, M., 186 Scherer, K.R, 442 Terry, R,D" 353
Rahe, RH" 674 Rosenheck, R, 673 Siegman, A,W" 678 Staudinger, U,M., 385 Vallee, BL, 154
Perot, P., 213 Schiff, W" 100 Tesser, A., 565
Raichle, M,E" 51, 52 Rosenman, RH" 677, 678 Sigelman, L., 552 Steblay, N.M., 202, 233 Van Boeme!, GY, 594
Perry, O.G., 305 Schiller, 1'" 58 Test, MA, 192
Rainville, 1'" 155 Rosenthal, 28, 398, 445, 472, 473, Sigman, M,D" 528 Steele, 399, 400, 489 Van de Castle, R.L., 140
Persad, E., 657 Schimel, ]., 556 Tetloek, P.E" 492
Ramachandran, V.S., 69 600,655 Silk, J., 292 Steenbergh, TA, 256 Vandell, 299
Persky, V.W., 683 Schlegel, A., 346 Tewes, U" 679
Ramey, 391 Rosenzweig, M.R, 68 Silveira, ]., 269 Steffen, V,J, 417, 494 Vandewater, E.A., 357
Pert, e.B., 48 Schlenker, B,R., 471 Thagard, 1'" 249
Ramnani, N" 54 Rosnow, RL., 30 Silver,615 Stein, 71, 104, 342, 547, 588 Van Giffen, K, 106
PerLIgini, 152, 561 Schmidt, 203, 208, 223, 587 Thal, 215
Ramo, J-e., 250 Ross, 20, 185, 221, 235, 236, 261, 460, Silverberg, S,B" 346 Steinberg, 341, 345-347, 396 van Goozen, S,H,M" 304, 494
Peskind, E.R, 215 Sehnapf, JL., 90 Thapar, A" 208
Ramli,]., 116 469, 596, 597 Silvennan, 157 Steiner, ]., 98 van Heeringen, K" 603
Petersen, 342, 348, 594 Schneider, 68, 126, 141, 538, 481, Tharp, RG, 187
Rapoport, 351, 591, 592 Roth, 144, 412 Silverstein, R, 477 Stelmack, R.M., 566 Van Loocke, 1'" 242
Peterson, 59, 66, 205, 355, 687, 689 498, 532, 671, 690 Thase, M,E" 657
Rapp, P.E., 441 Rothbaum, B,O" 654, 635 Simmons, 186, 505, 494 Stephan, WG, 417, 524, 530 Vauelair,]., 246, 251
Petrie, KJ., 685 Schneidennan, N" 671 Thatcher, R,W" 333
Raskin, 441, 644 Rothermel, R,D" 71, 73 Simon, 204, 248, 249, 261, 368, 374, Stephenson, M" 520 Vaughan, e., 151, US, 138, 144
Pettigrew, TF., 531 Schofie!d, ].W" 550 Theeuwes,]., 126
Rasmussen, RK., 638 Rothman, 375 386, 401, 426, 593, 686 Stepper, S" 446 Veenhoven, R., 459
Petry, RE., 446, 484-487 Schooler, 209, 250, 274 Thessing, V,e., 154
Rauscher, F,H" 590 Rotter, ].B" 205, 594, 595, 596 Simons, 223, 224, 261, 582 Stern, 99, 368 Venter, Je, 285
Peynircioglu, Z.F., 472 Schou, M., 654 Thoma, SJ, 545
Raven, J-e., 374 Rousseau, DL, 255 Simonton, D,K" 6 Sternbaeh, RA, 666 Vernem, PA, 376, 377
Pezdek, K, 228, 633 Schrauf, R.W" 232 Thomas, 250
Ray, WJ, 596 Rovee-Collier, e., 218, 323, 324, 327 Sinelair, 556 Sternberg, 249, 251, 366, 373, Villemure, e., 103
Phillips,416 Schroeder, 313, 568, 498, 500, 658 Thomas-Anterion, e., 220
Rayner, R, 175, 550, 631 Rowe,299 Sinden, J-D" 71 380-385 Vimal, RL.!'., 91
Phinney, J-S., 520 Schulman, K,A., 532 Thompson, 214, 221, 231, 232, 390,
Raz, 612 Rozee, P.D., 594 Singelis, TM., 514 Stevens, 100, 246, 339 Visintainer, lvI., 682
Piaget, J., 9, 22, 268, 269, 329-334, Schultz, Uvl., 551 416, 582,612, 687
Read, 225, 410 Rozin, 1'" 410 Singer, 448, 548 Stevenson, H,W" 395 Vohs, K.D., 671
343, 350, 381 Schuman, H., 532 Thorndike, 6, 7, 178-180, 247, 566,
Reber, 166, 193, 256, 582 Rubenstein, AJ, 477 Siwolop, S, 524 Stewart, 555, 357, 674 von Frisch, K., 263
Picariello, 1vl.L., 251, 255 Schuster, MA, 12, 579, 673 375, 392, 549
Rechtschaffen, A" 138, 139 Rubin, 97, 223, 251, 252, 2YI, 306 Skanes, H,E" 124 Stice, E., 342 von Hippel, W" 522, 523
Piccione, e., 148 Schvaneveldt, R,W" 128, 242 Thornhill, R., 477
Reckman, RF" 255 Rudgley, R, 153 Skeel,]., 256 Stiles, W.B., 648 Vosniadou, S" 329
Piccirillo, J-F., 145 Schwartz, 247, 592, 637, 655 Throckmorton, W" 313
Redelmeier, D,A., 126 Rule, RG" 495 Skinner, 3, 8, 9, 179-184, 186, Stine, G,J" 691 Vroon, P,A" 97, 98
Pickel, K.L., 202 Schwarz, 23, 96, 188, 217, 219, 487 Thurstone, L.L, 377
Redish, A,D" 214 Rumbaugh, D.M., 270 188-191,268, 270, 429, 473, 549-551, Stock, H,S" 413
Piliavin, J-A., 499
Pillard, R.e., 312
Reed, 114, 153, 206, 376, 687 Rumelhart, D.E., 200, 266
Schweitzer, I' ,K., 685
Scoboria, A" 151 553, 554, 630, 636 Stone, 337, 399, 489, 625, 680
Tibshirani, R,J" 126
Tinbergen, N" 166, 291
w
Reedy, FE, 100 Runco, M.A., 382 Sklar, L.S., 683 Stoner, 105
Pillemer, D.R, 231, 234 Scogin, 1'" 641 Tobias, S" 400 Wacle, 112, 328
Reese, E" 254 Rushton, ].1'" 391, 499 Skoog, 591 Stoolmiller, M" 298
Pinel, 293, 414, 415 Scott, L., 557 Todrank,]., 176 Wagenaar, WA, 256
Regier, O,A" 578, 606 Russell, 455, 457, 647 Sladek, ].R., 71 Storm, 117
764 ., REJSTŘíK JMENNÝ lilii REJSTŘíK VĚCNÝ 765

Wagner, 457 Winzenz, o" 210

Wagstaff, G.F., 152 Wise, RA, 55, 180
Wahlsten, O., 287 Wiseman, K, 116, 117 REJSTŘÍK VĚtNÝ
Wald, G., 90 Wissler, RL, 260
Walk, RO., 110 Witelson, S,F" 50, 69
Walker, 330, 343. 344, 406, 598,613 Wittig, K, 145
Wall,102 Wolpe, J, 631, 635
Wallace, A 208, 396, 465 Wong, 612 "Syntetický model" str. 329, 582 Attachment (vazba) str. 335, 337, 338, 361, č
Walton, G.E., 325 Wooci, 26, 126, 192, 308, 309, 483, 362, 702
Wampolcl, B.E., M8 .:í84, 497, 546 A Časovost str. 266, 271, 272, 277-279, 702
Autobiografická paměi str. 196, 230, 235,
Wang, 204, 342 Wooclheacl, 1vL. 391 Čich str. 52, 54, 81, 82, 84, 96, 98-100, 118,
Absolutní práh str. 82, 84, 120, 702 238, 702
Wann, O.L, 526 \X!oods, P.J., 411, 640 352
Warchol, M.E., 96 Wooclward, 267, 567 Acetylcholin str. 47, 48, 214, 215, 237, 353, Autonomní nervový systém str. 42, 74, 76,
Čichová soustava str. 96, 104, 120, 702
Warga, C, 639 Woody, E.Z" 148, 151, 628 354, 702 411, 439, 702
Wark, G,R, 344 Worring, R.W., 150 Čichové nervy str. 97
Adaptace str. 87, 166, 264, 288, 290, 292, Averzivní podmiňování str. 636
Warr, P" 358 Worth, LT, 487 Čichové receptory str. 97, 118
293, 314, 315, 600, 674, 702 Averzivní terapie str. 636, 660, 661, 702
Warren, 342 Wright, 116, 133, 295, 552 Čichový bulbus str 97, 98, 118
Warrington, E,K" 219 Wust, S., 129 Adaptace na tmu str. 87, 120, 702 Axon str. 45, 46, 53, 70-72, 74-76, 87, 88,
94, 98, 118, 132, 328, 334, 702 Čípky str. 86, 87, 90, 91, 118, 120, 702
Waschull, S,8., 556 Wynn, K., 326, 327 Adaptibilita str. 173
Washburn, A" 410 Wysocki, CJ, 98, 104 Čití str. 80,-82, 100-104, 106, 115, 117-120,
Adolescence str. 33, 231, 300, 302, 313, 316,
Wason, P.C, 252, 254
319, 327, 328, 340, 341, 343, 347-350, 355, B 702
Watanabe, S., 185 y
357-359, 361, 362, 702 Barevné vidění str. 90, 91 Čočka str. 86, 120, 702
Watkins, 102, 472, 481
Yalom, LO., 624, 628, 644
Watson, 5, 8, 22, 94, 175, 187, 284, Aerobní cvičení str. 685, 690, 693 Bazální ganglia str. 54, 75, 76, 702
438, 455, 458, 549, 550, 553, 589, 630,
Yau, J, 345 D
Yost, WA, 94 Agorafobie str. 587, 588, 618, 620, 631, 635, Beckova kognitivní terapie str. 640, 660
631, 686 Debata příroda vs, prostředí str. 293, 315,
Young, 60, 90, 129, 476, 669 645, 702 Behaviorálně konfirmační zkreslování str.
Webb,139 702
Yousem, O,M" 98 Agrese/agresivita str. 11, 19, 24-28, 31, 33, 472, 505
Weber, 83
Dědičnost str. 11, 35, 280, 283, 286, 289,
Webster, 47, 472
Wechsler, O" 354, 369, 370
z 49, 54, 55, 74, 75, 157, 185, 192, 286, 291,
297, 303, 304, 307, 309, 314, 407, 464, 467,
Behaviorální genetika str. 33, 37, 7042
293-295, 297, 299-301, 308, 310, 313-315,
Behaviorální neurověda str. 33, 37, 38, 41,
Wegener, OT., 485, 486 Zacharias, CA, 326 493-497, 502, 504, 505, 523, 524, 528, 540, 366, 368, 385, 386, 388, 391, 392, 394, 402,
Zacks, 209, 246 75,702
Wegner, O,M" 103, 159, 591, 684 541, 571, 658, 702 43, 415, 613, 702
Wehrle, T, 444 Zadra, A" 145 Behaviorální terapie str. 626, 631, 636, 637,
Akční potenciál str. 46, 47, 74, 76, 97, 702 Deindividuace str. 497, 498, 502, 505, 702
Weil, A" 116, 153 Zahn-Waxler, C, 344 660, 702
Weinberg, 298, 300, 368, 376, 385, Zahorik, P" 94 Akomodace str. 86, 118, 120, 328, 329, 362, Deklarativní paměi str. 211, 237, 238, 702
Behaviorismus str. 8, 9, 17, 35, 37, 172, 550,
392 Zajonc, KB" 128, 389, 446, 451, 452, 702 Délka života str. 350, 362, 650, 689, 691, 702
476, 489, 490 572, 642, 702
Weinberger, 612 Dendrity str. 45-47, 68, 70, 71, 74-76, 290,
Aktivačně syntetická teorie str. 141, 142,
Weiner, J, 289, 409, 425 Zanakos, S" 591 Bezpečný vztah (attachment) str. 338
Zanna, M,P" 472 146, 161, 162, 702 328, 702
Weingardt, K.R" 228 Bílý šum str. 92, 117, 118, 120
Weingarten, G" 594 Zaragoza, M" 228 Aktivační teorie str. 408, 431, 433, 704 Deoxyribonukleová kyselina (DNA) str. 14,
Binokulární ukazatele hloubky str. 108, 109
Weingartner, H" 596 Zebrowitz, LA, 476, 477 Akulturace str. 506, 517-521, 534, 535, 702 232, 283-287, 289, 296, 313-315, 702
Weinstein, 101, 399, 669 Zekl, S" 89 Biofeedback str. 187, 188, 637, 638, 660,
Akulturační stres str. 520, 521, 534, 535, 702 Deprese str. 4, 11, 12, 23, 30, 31, 34, 47, 48,
Weisberg, RW" 249, 251 Zentall, 191, 585 661, 665, 702
Algoritmus str. 247, 248, 251, 277, 279, 702 50, 72, 143, 157, 190, 219, 220, 286, 297, 342,
Weiskrantz, L, 219 Zentner, M" 326 Biochemie paměti str. 214
Weiss, 22, 301, 584 Zickafoose, OJ, 260 348, 349, 353, 359, 362, 413, 493, 538, 557,
Alkohol str. 25, 50, 54, 71, 133, 134, 143, Biologická omezení str. 188
Weissberg, M" 597 Zigler, 332, 391 563, 568, 576-578, 580, 585, 598, 599--607,
153-156, 158, 162,302, 319, 342, 347, 349,
Weissman, 65, 599 Zillman, O" 449 Biologická podstata str. 410 614, 616, 617, 619, 620, 625, 630, 632, 639,
lli,~,~,~,~,~~~~~~%~
Weisz, JR, 581 Zimbardo, P,G" 498 Biologická připravenost str. 172 640, 642, 648, 650, 651, 653, 654, 657--659,
Weleh, 532 Zinbarg, KE" 635 577, 586, 600, 606, 612, 617, 619, 636, 645,
Biologické faktory str. 502, 579, 592, 600, 661, 669, 674, 676, 683, 686, 690, 702
Wells, G.L, 14, 232, 233 Zola-Morgan, S" 49, 214 652, 669, 670, 678, 681, 690
601,611,613,618,683,687 Depresivní vysvětlující styl str. 601, 620, 702
Wenzel, A,E., 223 Zoroya, G" 495 Alternativní cesty k sebepřesvědčení str. 489
Wenzlaff, KM" 684 Zucco, G,M" 97 Biologické hledisko str. 10, 303 Dětská amnézie str. 230, 234, 238, 702
Altruismus str. 11, 33, 291, 464, 467, 493,
Wernicke, C, 58, 59 Zucker, KJ, 312 Biologické kořeny str. 315, 494, 495, 536 Diagnóza str. 12, 35, 397, 398, 562, 576, 579,
Zuckerman, M., 408, 566, 567 498-500, 502, 503, 505, 702
West, 95, 261 582-587, 593, 595, 596, 611, 612, 613,
Zuwerink, JR, 486 Alzheimerova choroba str. 11, 75, 215, 353, Biorytmy str. 130, 131, 160, 162, 702
Westen, O" 547 616--618, 620, 621, 655, 661, 674, 678, 702
Whee1er, 225, 460, 478 354, 362, 702 Biosociální teorie rozdílů pohlaví str. 308
Whitbourne, S.K., 352 Diferenciace (diskriminace) str. 170, 171,
Amnézie str. 150-152, 208, 211, 213, 214, Bipolární afektivní porucha str. 576, 604,
White, 337, 358, 545 194, 195, 703
216, 219-221, 230, 234, 237, 410, 576, 583, 605, 619, 620, 702
Whitehead, H., 192 Difuze zodpovědnosti str. 501, 505, 703
Whiten, A" 264
596, -598, 619, 620, 703 Bipolární disparita str. 109
Amplituda str. 50, 85, 92, 95, 118 Diskriminace str. 11, 15, 171, 185, 194, 195,
Whiting, 328, 330, 515 Bizarní chování str. 609, 611, 619, 655
Whitley, B,E" Jr., 527
286, 311, 374, 413, 506, 508, 518, 519, 521,
Amygdala str. 54, 76, 214, 438, 452, 702 Bleskové paměiové stopy str. 234, 238
Whitney, P" 243 522, 526, 528, 532-535, 549, 556, 703
Analogie str. 248, 249, 252, 277, 279, 370, Bludy str. 583, 604, 608-611, 614, 619, 620,
Whorf, 8.L, 273, 274 Diskriminační podnět str. 185, 195
Wichmann, F,A" 209 381, 384, 427, 702 625, 642, 653, 655, 658, 702
Diskuse o altruismu str. 498
Wickens, TO" 83 Analytická inteligence str. 380 Bolest str. 5, 30, 31, 41, 47-49, 69, 70, 72,
Wicklund, RA, 668, 669 Disociace str. 152, 162, 216, 219, 220, 595,
Analýza prostředků vedoucích k cíli str. 248, 76,84, 92, 100, 102-104, 118, 143, 147-149,
Wicliger, TA, 583, 584 617, 703
277, 279, 702 152, 155-158, 161, 162, 170, 171, 173, 174,
Wiebe, JS., 250
188, 227, 323, 344, 345, 409, 451, 452, 456, Disociální porucha osobnosti str. 576-578,
Wiedenfeld, SA, 553 Anterográdní amnézie str. 213, 238, 702
458, 465, 483, 484, 501, 532, 566, 579, 580, 583, 616, 620
Wiens, AN, 636 Antidepresiva str. 32, 592, 601, 618, 642,
587, 592, 593, 597, 599, 601, 637, 638, 647, Disociativní porucha str. 225, 576, 583,
Wiese1, TN" 88, 89 653, 654, 657, 661, 667, 702
Wiggins, JS" 561 660, 665, 666, 671, 677, 679, 684, 687, 692 595-598, 606, 613, 619, 62~ 703
Antipsychotika str. 653, 655, 661, 705
Wilder, O,A" 522 Brocovo centrum str. 58, 75, 76 Disociativní porucha identity str. 576,
Wilkinson, G,S" 292 Anxiolytika str. 652, 653, 661, 702 595-597, 619, 620, 703
Williams, 18, 127, 293, 306, 385, 415,
422, 456, 481, 492
Aplikovaný výzkum str. 10, 37, 702 c Divergentní myšlení str. 382, 383, 402, 403,
Asimilace str. 328, 329, 362, 519, 534, 702 703
Williamson, 681 Cannon-Bardova teorie str. 437, 461, 463
Willis, 354, 355 Asociační oblast str. 57, 75, 76, 702 Dlouhodobá paměť (DP) str. 196, 200, 208,
Centrální cesta přesvědčování str. 485, 505
Wills, TA, 689 Atribuce str. 448, 449, 462-464, 468-472, 20~ 211, 237, 238, 703
Wilson, O 20, 250, 260, 453, 454, 547,
Centrální netvový systém (CNS) str. 41, 42,
478, 503, 504 Dopamin str. 48, 70, 71, 75, 76, 157, 180,
636, 647 74, 76, 156, 162, 410, 566, 702
Atribuce jako kulturní konstrukty str. 470 585, 610, 620, 655, 667, 703
Winne, P., 261 Cirkadiánní rytmus str. 132, 133, 146, 160,
Winner, 396 Atribuční teorie str. 468, 505 Dospělost str. 11, 24, 67, 70, 110, 184, 185,
162
Winokur, G" 600 209, 231, 238, 295, 299, 302, 303, 305, 313,
766
316, 318, 319, 327, 333, 338, 340, 341,
350-356, 358-362, 391, 396, 520, 545, 570,
571, 572, 588, 591, 59~ 612, 616, 645, 632
Dostupná heuristika str. 258, 259, 261, 278,
279, 703
DSM-IV str. 581-584, 586, 593, 596, 597,
610, 614, 616, 618, 620, 632, 648
Dualismus str. 5, 35, 37, 703
Duhovka str. 85, 118, 120, 703
Dvoufaktorová teorie emocí str. 434, 448,
451, 462, 463, 703
Dynamika osobnosti str. 543, 544
E Hra čísel str. 310
Efekt dezinformace str. 228, 237, 238, 703
Efekt falešné slávy str. 220, 237
Efekt parciálního posílení str. 183, 194, 195
Efekt pouhého vystavení str. 128, 476, 505
Efekt primárnosti str. 472, 474, 478, 505, 703
Efekt přihlížejících str. 500-503, 505
Ego str. 526, 541-543, 545, 554, 572, 574,
615, 571, 703
Egocentrický str. 235, 238, 331, 333, 343,
360, 362, 703
Echoická paměť str. 196, 201, 236, 238, 703
Ekologické hledisko str. 305
Elektroencefalograf (EEG) str. 50, 75, 76,
703
Elektrokonvulzivní terapie str. 622, 651, 652,
656-658, 661, 703
Embryo str. 296, 303, 320-322, 360, 362,
400, 703
Emoce str. 6, 11, 33, 42, 52-55, 57, 64, 70,
72,75,90,97,98, 128, 143, 157, 176, 184,
259, 275, 293, 301, 335, 345, 359, 421,
434-446, 448-457, 461-463, 465, 485-487,
504, 505, 516, 521, 522, 525, 557, 561, 580,
584, 601, 606, 608-612, 616, 617, 619, 620,
628, 642, 653, 655, 658, 681, 683, 684, 690,
693,703
Empatie str. 344, 361, 362, 499, 500, 643,
648,703
Endokrinní systém str. 38, 43, 55, 74, 76,
703
Endorfin str. 48, 49, 75, 76, 102, 667, 692,
703
Epidemiologie str. 22, 36, 37, 703
Etnická identita str. 506, 57, 518, 520, 521,
534, 535, 703
Etolog str. 24, 166, 167, 193, 195, 290, 452,
703
Evoluce touhy str. 418
Evoluční perspektivy lidského chování str.
291
Evoluční psychologie str. 33, 37, 280, 290,
291, 314, 315, 418-421, 703
Experiment str. 6--8, 22, 26--32, 36, 37, 55,
59, 70, 71, 75, 82, 100, 115, 116, 119,
126--129, 138, 149, 152, 156, 159, 166, 167,
169-171, 189, 192, 194, 198, 200, 220, 221,
224, 225, 235, 237, 241, 242, 251, 253, 254,
257, 258, 260, 270, 276, 294, 323, 326, 327,
333-335, 353, 362, 365, 389, 390, 410, 420,
423, 438, 443, 445-447, 453, 465, 476, 478,
480-484, 488, 492, 494,-497, 499-501, 508,
514, 517, 523, 525, 526, 533, 53~ 548, 601,
630, 669, 684, 685, 694, 698, 699, 701, 703
Experimentální skupina str. 27, 36, 37, 703
Explicitní paměť str. 216, 219, 238, 703
.! REJSTŘíK vĚcr\lÝ
Extrovert str. 560, 564-567, 573, 574, 613,
703
F Hipokampus str. 54, 55, 75, 76, 213, 214,
Faktorová analýza str. 376, 403, 561, 703
Favorizace referenční skupiny str. 525, 526,
534, 535
Fáze před spánkem str. 135, 160
Fáze sexuální odezvy str. 420, 422, 433, 703
Fenomén koktailové párty str. 125, 162
Fenotyp str. 286, 287, 289, 294, 314, 315,
703
Feromony str. 98, 99, 118, 120, 703
Fetální alkoholový syndrom (FAS) str. 321,
360, 362, 703
Fixace str. 251, 252, 277, 542, 548, 572, 574,
703
Fixace anální str. 542
Fixace falické str. 542
Fixace orální str. 542
Fixní vzorec chování str. 166, 167
Fluidní inteligence str. 354, 355, 362, 703
Fobická úzkostná porucha str. 576, 588, 589,
590, 617, 618, 620, 703
Fonémy str. 264, 265, 270, 279, 703
Formování str. 6, 180, 181, 188, 191, 194,
195, 282, 283, 305, 314, 344, 464, 471, 504,
520, 564, 709
Frenologie str. 49, 76, 703
Frustrační hypotéza agrese str. 495, 504, 505
Fuga str. 576, 583, 596, 598, 619, 620, 703
Funkční fixace str. 252, 279, 703
Funkční specializace str. 65-67, 76
Fyzická agrese str. 303
Fyzická přitažlivost str. 476, 478, 504
Fyzická závislost str. 154, 162, 703
Fyzický růst str. 327
G Morální usuzování str. 343, 344, 361, 362,
Gender role str. 299, 305, 308, 315
Gender schéma str. 305, 308, 315
Generalizace podnětu str. 171, 185, 195,
549, 703
Generalizovaná úzkostná porucha str. 576,
583, 586, 593, 618, 620, 642, 653, 703
Generativita str. 265, 271, 278, 279, 355, 356,
703
Genetika str. 142, 283, 289, 297, 298, 313,
315, 703
Genetika přirozeného výběru str. 289
Genotyp str. 286, 287, 314, 315, 703
Gestalt psychologie (tvarová psychologie)
str. 105
Gestalt terapie str. 642, 643, 660, 661, 703
Gliové buňky str. 44, 45, 74, 76, 703
H Lucidní snění str. 140, 161, 164
Habituace str. 167, 168, 193, 194, 323, 327,
360
Halucinace str. 47, 51, 138, 144, 154, 157,
162, 583, 605, 608-611, 617, 619, 620, 625,
642, 653, 655, 656, 703
Halucinogeny str. 122, 154, 157, 162, 703
Hawthornský efekt str. 406, 409, 431, 433,
703
Hebefrenní schizofrenie str. 610, 620
Heuristika str. 240, 247, 248, 251, 261,
277-279, 332, 703
Hierarchie potřeb str. 409, 432, 433, 703
234, 237, 238, 437, 703
Histogram četností str. 694, 694, 699, 701,
700
Hlasitost str. 83, 84, 92, 93, 95, 96, 118
Hledisko zpracovávání informací str. 334
Hmat str. 63, 81, 84, 100, 101, 104, 118, 201,
330
Hormony str. 42, 43, 74, 76, 215, 234, 290,
302, 304, 315, 322, 34~ 675, 681, 704
Hraniční pomcha osobnosti str. 576, 616,
620, 704
Hubnutí str. 32, 124, 415, 416, 624
Hudební inteligence str. 379
Humanistická teorie str. 554, 573, 574, 704
Hypermnézie str. 150, 151, 161, 162, 7064
Hypersomnie str. 143, 144, 161
Hypnabilita str. 148, 162, 704
Hypnotická citlivost str. 148, 704
Hypnóza str. 122, 147-149, 151-153, 161,
162, 232, 704
Hypofýza str. 43, 74, 76, 704
Hypochondrie str. 563, 576, 583, 593-595,
618, 620, 704
Hypotalamus str. 43, 54, 55, 74-76, 350, 411,
437, 439
Hypotéza str. 18, 36, 37, 60, 61, 161, 240,
273, 276, 278, 333, 429, 443, 472, 669, 686,
704
Hypotéza empatie-altruismus str. 499, 502,
505
Hypotéza jazykové relativity str. 240, 273,
278,279
Hypotéza obličejové zpětné vazby str. 443,
446, 463, 704
CH
Chromozom str. 283, 284, 287, 296, 303,
313, 315, 704
Chunking (štěpenD str. 204, 238
Chuť str. 41, 52, 80, 84, 96, 99, 100, 118,
156, 157, 172, 174, 201, 291, 323, 352,
411-413, 438, 456, 513, 610
Chuťová soustava str. 99, 118, 120, 704
Chuťové pohárky str. 99, 120, 706
Chyba ohlédnutí str. 235, 238, 704
Chybná atribuce str. 449, 462, 463, 704
I Kognitivně-behaviorální terapie str. 631,
Id str. 541, 543-545, 572, 574, 704
Identifikace str. 14, 83, 100, 107, 128, 216,
221, 232, 233, 236, 283, 444, 445, 481, 520,
521, 542, 563, 574, 582, 704
Idiot savant (zázračný počtář) str. 378, 402,
403
Ikonická paměť str. 196, 200, 201, 236, 238,
704
Implicitní paměť str. 216, 219, 220, 237, 238,
704
Imprinting (vtištěnD str. 335, 361, 362, 711
Imunitní systém str. 10, 11, 177, 193, 194,
352, 362, 662, 664, 671, 679-682, 685, 690,
691, 693, 704
Incentivní teorie str. 408, 409, 432, 433, 704
Individualismus str. 344, 503, 506, 509, 511,
514, 516, 533, 535, 704
Informativní vliv str. 480, 481, 505, 704
Informovaný souhlas str. 29, 37, 663, 704
Inkluzivní zdatnost str. 291, 314, 315
Insomnie (nespavost) str. 143, 144, 154, 155,
161, 162, 705
Instinkt str. 8, 166, 167, 172, 189, 194, 263,
290, 335, 407, 408, 431, 433, 493, 494, 541,
553, 642, 676, 677, 704
Integrovaný mozek str. 58
Inteligence str. 4, 7, 11, 21, 22, 24, 29, 30,
32,33,62, 178, 247, 250, 286, 294, 297, 300,
301, 313, 314, 319, 350, 352, 354, 355, 359,
364-369, 372-380, 382-389, 391, 393, 395,
396, 398-403, 425, 427, 476, 478, 551, 562,
570, 616, 669, 696, 704
Inteligenční kvocient (IQ) str. 368, 375, 401,
403,704
Interneurony str. 44, 45, 74, 76, 704
Interpersonální inteligence str. 379
Intrapersonální inteligence str. 379
Introspekce str. 6, 20, 21, 23, 35-37, 643,
703
Introvert str. 560, 565-567, 569, 573, 574,
704
Ischemická choroba srdeční str. 677, 678
Izolovaná fobie str. 588, 618, 620, 704
J Krátkodobé psychoanalytické přístupy str.
James-Langeova teorie emocí str. 437, 461,
463
Jasnozřivost str. 115, 116, 119
Jazyk str. 4, 9, 11, 17,33, 34, 53, 56--59,66,
75,94,97,99, 100, 118, 120, 127, 172, 192,
198,205, 217, 218, 224, 237, 240, 242, 260,
262-279, 302, 302, 323, 325, 326, 363, 369,
370, 374, 376, 378, 393, 394, 400, 401, 435,
440, 441, 443, 457, 507-510, 512, 515,
518-520, 525, 533, 563, 566, 580, 610, 634,
665, 666, 704
K Morfémy str. 265, 278, 279, 705
Katastrofické události str. 672
Katatonní schizofrenie str. 610, 620
Kinestetický systém str. 103, 120, 704
Klamání str. 29, 30, 36, 37, 704
Klasické podmiňování str. 164, 168-170,
172, 174-177, 188, 189, 193-195, 214, 549,
565, 572, 631, 704
Kognice str. 9, 37, 323, 434, 451, 452, 462,
463, 488, 516, 704
Kognitivně konfirmační zkreslování str. 471
650, 661, 702
Kognitivní disonance str. 488, 493, 504, 505,
704
Kognitivní hledisko str. 189
Kognitivní reprezentace str. 172, 173
Kognitivní schopnosti str. 303, 304, 333, 351,
377, 381, 469
Kognitivní teorie sociálního učení str. 536,
549, 551, 571, 572, 574, 708
Kognitivní terapie str. 592, 626, 639, 641,
642, 646, 650, 656, 657, 660, 661, 704
Kolektivismus str. 506, 509, 511, 513, 514,
516, 517, 533, 535, 704
Kolektivní nevědomí str. 545, 572, 574, 704
Komorbidita str. 616, 617, 620, 621, 704
I'~ REJSTŘíK VĚCNÝ
Komplexita str. 92, 93
Kompulze str. 563, 590-593, 618, 706
Kondicionální usuzování str. 253, 254, 258
Konduktivní (převodnD ztráta sluchu str. 96,
120
Konformita str. 464, 478, 480-482, 503-505,
509, 514, 515, 517, 704
Konstanta tvaru str. 107, 114, 120, 704
Konstanta velikosti str. 107, 114, 120
Kontaktní hypotéza str. 530, 531, 534, 535
Kontrafaktuální myšlení str. 434, 450, 454,
462, 463
Kontrola podnětu str. 184
Kontrolní skupina str. 27, 30, 37, 149, 167,
400, 448, 704
Kontroverze denní péče str. 338
Kontroverze psychoanalýzy str. 629
Konverzní porucha str. 539, 576, 583,
593-595, 616, 619, 620, 627, 704
Koordinace pohybu str. 103
Korelace str. 24-26, 36, 37, 281, 282, 373,
376, 377, 383, 387, 389, 426, 497, 521, 537,
538, 664, 668, 686--688, 690, 694, 697, 699,
704
Korelační studie str. 22, 24, 27, 28, 36, 494,
497
Kořeny štěstí str. 458
Krátkodobá paměť (KP) str. 196, 199,
202-205, 208, 236, 238, 360, 704
628
Kriteriální validita str. 373, 402, 403, 704
Kritické myšlení str. 17, 36, 37, 262, 263,
273, 276, 279, 704
Kritické období str. 335, 362, 704
Kritické okamžiky dospělosti str. 356
Krize identity str. 344, 345, 351, 361, 362,
704
Krystalizovaná inteligence str. 354, 359, 362
Křivka zapomínání str. 222, 223, 238, 704
Kultura a známky nabuzení str. 442
L Motivace str. 8, 11, 12, 33, 53, 54, 75, 83,
Laboratorní výzkum str. 19, 36, 37, 501, 704
Latentní obsah str. 141, 161, 162, 627, 704
Latentní učení str. 189, 190, 195, 704
Lékařský model str. 580, 618, 620, 671
Lékařský přístup str. 580, 704
Lexikální rozhodování str. 211, 238
Lidský genom str. 285, 315, 705
Limbický systém str. 53, 54, 75, 76, 705
Lingvistická inteligence str. 378
Lithium str. 653-655, 661, 705
Logicko-matematická inteligence str. 378
Longitudinální výzkum str. 319, 331, 360,
362
Lymfocyty str. 679-681, 691, 693, 705
M
Magnetická rezonance (MR) str. 51, 52, 75,
76, 705
Manifestní obsah str. 141, 142, 161, 162,
627, 660, 705
Matematické schopnosti str. 394
Mechanické opakování str. 205, 238, 706
Menarche str. 341, 342, 361, 362, 705
767
Menopauza str. 350, 351, 361, 362, 705
Mentální anorexie str. 34, 415, 432, 433, 581,
705
Mentální bulimie str. 415, 433, 581, 705
Mentální modely str. 246, 247, 253, 277, 279,
705
Mentální nastavení str. 251-253, 277, 279,
705
Mentální retardace str. 321, 364, 397, 403,
705
Mentální věk str. 368, 369, 389, 401, 403,
705
Měření inteligence u dětí str. 376
Měsíční iluze str. 114, 120
Metaanalýza str. 28, 37, 444, 445, 705
Mezikulturní (transkulturnO výzkum str. 34,
119, 275, 330, 705
Mikrospánek str. 135, 162, 705
Mikrostresory str. 674, 692
Mimo attachment str. 339
Mimosmyslové vnímání (ESP - extrasensolY
perception) str. 32, 78, 114, 115, 119, 120,
705
Minnesotský multifázový osobnostní inventář
(Minnesota Multiphasic Personality Inventory
- MMPI) str. 560, 562, 570, 573, 574, 594,
705
Místo kontroly str. 189, 190, 549, 551, 553,
574, 705
Mnemotechnické pomůcky str. 226, 237,
238, 354, 705
Mnohosložková inteligence str. 377, 403
Model diatéza - stres str. 613, 620
Model zpracovávání informací str. 199, 200,
202, 238, 705
Modelování str. 164, 192, 193, 195, 549, 550,
572, 636, 637, 639, 660, 705
Monokulární ukazatele hloubky str. 109,
119, 120, 705
705
128, 143, 153, 179, 183, 188, 190-195,261,
262, 301, 374, 379, 383, 402, 404-409,
415-418, 420, 425-433, 485, 487, 488, 498,
499, 503-505, 516, 523, 525, 546, 550, 559,
570, 601, 614, 658, 675, 691, 705
Motivace k úspěchu str. 425, 428, 433
Motorická oblast str. 57, 58, 75, 76, 705
Motorické neurony str. 44, 47, 74-76, 705
Motorické schopnosti str. 328, 329
Mozeček (cerebellum) str. 53, 54, 75, 76,
705
Mozková kůra str. 53, 55, 56, 75, 76, 438,
705
Mozkový kmen str. 52, 53, 72, 76, 328, 411,
438, 705
Možnost sdílet pocity str. 649
Muller-Lyerovy iluze str. 113, 119
Multifaktorové modely str. 377
Multikulturní výzkum str. 34, 37, 705
Mutace str. 287, 289, 314, 315, 705
Myelinová pochva str. 45, 76, 705
N
Nácvik sociálních dovedností str. 637, 639,
661, 705
768 .' REJSTŘíK VĚCNÝ .i REJSTŘíK VĚCNÝ 769

Nadměrná sebedůvěra str. 260 Odpor str. 100, 167, 173, 176, 184, 267, 359, Podmíněné pozitivní přijetí str. 555, 573, Princip slasti str. 541, 572, 574, 706 Psychosexuální stadia str. 541, 548, 574, Ř
Náhodné přiřazování str. 27, 37 421, 544, 547, 627-630, 645, 646, 660, 661, 574,706 Proaktivní interference str. 224, 237, 238, 707
Řeč těla str. 445, 462
Náhodný výběr str. 23, 37 706 Podmíněný podnět (PP) str. 169, 195, 549, 706 Psychosexuální vývoj str. 541, 543
Náhodný vzorek str. 23, 36, 705 Oidipovský komplex str. 542, 547, 572, 574 706 Procedurální paměť str. 211, 237, 238, 706 Psychoterapie str. 6, 28, 74, 447, 539, 540, s
Narkolepsie str. 144, 145, 167, 162, 705 Omyl očitého svědka str. 220, 221 Podmiňování strachu str. 175 Proces přirozeného výběru str. 288 545, 581, 585, 622-624, 626, 630, 639, 642,
Sebeaktualizace str. 8, 409, 431, 432, 554,
Narušení emočního prožívání str. 609 Operacionální definice str. 19, 36, 37, 706 Podněcování (priming) str. 128, 162, 7006 Prodloužená mícha str. 53, 76, 706 643, 645-651, 656, 657, 659-661, 665, 707
555, 558-560, 563, 573, 574
Násilí v médiích str. 26, 496 Operantní chování str. 179 Podobnost a sympatie str. 476 Programy Head Start str. 389 Puberta str. 34, 180,302, 304, 311, 312, 316,
Sebediskrepanční teorie str. 557, 560, 574,
Operantní podmiňování str. 164, 168, 179, Podprahové sdělení str. 128, 131, 162, 706 327, 340-343, 345, 346, 349, 350, 361, 362,
Naučená bezmocnost str. 601, 619, 620, 705 Projekce str. 135, 473, 544, 546, 572, 574, 707
188, 189, 191, 194, 195, 324, 549, 550, 572, Pojem str. 125, 147, 205, 242, 261, 269, 279, 542, 543, 572, 707
Nediferencovaná schizofrenie str. 610 706 Sebehodnocení str. 82, 123, 124, 236, 238,
630, 636, 706 288, 299, 366, 367, 498, 559, 614, 651, 659, Původ homosexuality str. 311, 312
Nedostatečné kódování str. 223 Projekt Head Start str. 386, 391, 403, 706 348, 428, 476, 555-557, 560, 573, 574, 599,
Opiáty str. 47, 75, 122, 154, 158, 162,456, 675, 703 Původ vnímání hloubky str. 110
Negativní stimulace str. 180, 495, 504 Projekt lidského genomu str. 283, 285 667, 670
706 Pokus a omyl str. 247, 277, 279, 706
Nejistý vztah (attachment) str. 338 Projektivní testy str. 539, 545, 572, 574, 706 R Sebekontrola str. 185, 186
Optimismus a naděje str. 687 Politické vlivy str. 386
Nejmenší rozlišitelný rozdíl (NRR) str 83, Projektivní testy osobnosti str. 545 Sebenaplňující se proroctví str. 364, 395,
Ortodoxní psychoanalýza str. 626 Polokruhové kanálky str. 94, 103 Racionalizace str. 544, 572, 574, 707
84, 118, 120, 705 Projev implicitní paměti v běžném životě str. 398, 399, 401, 403, 666, 676, 707
Osobnost str. 5-8, 11, 14, 22, 32, 33, 36, 40, Polygraf str. 436, 440, 441, 462, 463, 706 Racionálně-emoční terapie (RET) str. 639,
Neofreudiáni str. 544, 548 220 Sebeodhalení str. 424
41, 49, 57, 62, 63, 70, 75, 83, 102, 123, 129, Ponzova iluze str. 113, 114, 119, 120, 706 640, 660, 661, 707
Nepodmíněná reakce (NR) str. 169, 194, Prostorová inteligence str. 378 Sebeochranné atribuce str. 471
193, 220, 286, 293, 297, 298, 301, 313, 314, Rámování str. 258, 260, 261, 277-279, 707
195, 636, 705 Popření str. 69, 359, 362, 543, 544, 548, 572, Prostorové schopnosti str. 394 Sebepojetí str. 49, 234, 235, 344, 345, 356,
33~ 35~ 353, 377, 37~ 397, 417, 426, 460, Ranný attachment str. 335, 337, 361
Nepodmíněné přijetí str. 555, 573,
574, 706 489, 514-517, 520, 554, 555, 560, 573, 581,
pozitivní 461, 473, 476, 516, 523, 536--550, 553-555, Prototyp str. 242, 243, 277, 279, 305, 706
Porucha nálady str. 576, 577, 583, 598, 599, Rasismus str. 34, 386,493, 506, 521, 650, 664, 666, 692
574, 643, 7075 558, 560-562, 564-567, 569-574, 576--578, Prozopagnozie str. 129, 131
604, 619, 620, 706 527-530, 532-535, 707 Sebepřesvědčování str. 487
Nepodmíněný podnět (NP) str. 169, 195, 583, 584, 596--598, 604, 613-617, 619-621, Ptůřezový výzkum str. 319, 360, 362, 706
Poruchy osobnosti str. 576--578, 583, 596, Reaktivní výtvor str. 544, 572, 574, 707 Sedativa str. 65, 122, 143, 154, 156--158, 162,
636, 705 625, 639, 653, 658, 659, 662-665, 677, 678, Ptůzkum str. 21-23, 29, 31, 36, 37, 98, 115,
683, 686, 687, 693, 706 597, 613, 614, 617, 620, 621, 706 Receptivní pole str. 87, 120, 707 220, 652, 653, 707
Neurální sítě str. 44, 74, 76, 705 129, 134, 156, 158, 301, 302, 305, 307, 309,
Osobnost typu A str. 671, 677, 678, 692, Poruchy příjmu potravy str. 34, 408, 410, Receptory str. 5, 47, 48, 75, 76, 80, 87, 90, Selektivní pozornost str. 104, 119, 120, 122,
Neurální štěp str. 70, 71, 76 31~ 344, 34~ 351, 357, 35~ 361, 417, 41~
693,706 415, 416, 581, 635 97, 99-101, 103, 104, 115, 118, 119, 612, 666, 125, 126, 129, 160, 707
Neurální transplantace str. 70 420, 432, 458, 461, 479, 482, 528, 531, 532,
Poruchy sluchu str. 95, 96 707 Self-schémata str. 555, 573, 574
Neurogeneze str. 70, 76, 705 Osobnost typu B str. 677, 678, 692, 693, 706 556, 623, 624, 646, 650, 653, 660, 673, 690,
Poslušnost vůči autoritě str. 483 Reciproční altruismus str. 292, 315, 7097
Neurony str. 38, 44-50, 53, 56, 68-70, Otřes mozku str. 72, 73, 76 706 Selhání reprezentace str. 251
Posthypnotická amnézie str. 150, 161, 162, Reciproční determinismus str. 549, 553, 572,
74-76, 87-89, 109, 118, 132, 136, 142, 214, Průzkumy sexuálních praktik str. 417 Sémantická síť str. 211, 212, 707
p 706 574,707
290, 294, 296, 327, 328, 351, 354, 411, 600, Předoperační stadium str. 331, 362 Sémantičnost str. 264, 265, 271, 278, 279
Posthypnotická sugesce str. 149, 150, 162, Reflex str. 44, 45, 74,76, 166, 167, 169, 175,
652, 653, 665, 705 Paměť str. 3, 6, 9, 11, 29, 33, 48, 49, 53, 62, Předpojatost k trvalosti str. 454 Sensorineurální ztráta sluchu str. 96, 118,
706 177, 194, 214, 290, 300, 316, 323, 325, 327,
Neurotransmitery str. 47, 48, 50, 74-76, 102, 68, 71, 97, 123, 124, 151, 153, 193, 196, Představa str. 102, 201, 210, 245, 257, 279, 120
Postoj str. 20, 129, 168, 176, 189, 194, 236, 328, 335, 344, 350-352, 360, 361, 422, 442,
157,214,215,237, 290, 353, 420, 580, 600, 198-206, 208-220, 222-226, 228, 230, 231, 380, 428, 541, 555, 605, 624, 706 Senzomotorické stadium str. 330, 362
262, 278, 297, 301, 302, 308-310, 333, 339, 448, 470, 580, 642, 648, 660, 707
601, 611, 619, 620, 652, 653, 655, 658, 661, 234-238, 294, 324, 336, 337, 350, 359, 360, Předsudek str. 3, 11, 240, 258, 278, 344, 374, Senzorická paměť str. 198, 199, 201, 236,
363, 384, 426, 465, 540, 548, 657, 706 352, 359, 361, 383, 403, 420, 446, 464, 469, Relaxace str. 152, 185, 588, 631, 635, 638,
667, 705 413, 421, 506, 520, 521, 522, 524-529, 238,707
476, 479, 482-489, 493, 504, 505, 520, 530, 683, 685, 690, 708
Nevědomí str. 7, 124, 141, 152, 539-541, Paměť a zapomínání str. 11, 352 531-535, 544, 548, 579, 706
Reliabilita str. 372, 373, 402, 403, 546, 547, Senzorické neurony str. 44, 45, 74, 76, 707
545, 548, 554, 571, 572, 626-628 Paměť závislá na kontextu str. 217 538, 556, 562, 565, 566, 573, 642, 672
Předsudky vůči členům nereferenční skupiny Separační úzkost str. 330, 355, 359, 360, 362,
Postoje a změny postojů str. 464, 484, 504 597, 697, 707
Nezáměrné plagiátorství str. 220, 221 Paměť závislá na stavu mysli str. 218 str. 522, 533, 534, 706 594,707
Posttraumatická stresová porucha (PTSP) str. REM spánek str. 130, 136, 137, 139, 156,
Nezávislá proměnná str. 26, 27, 37, 694, 699, Panická porucha str. 576, 583, 587, 588, 593, Předvídaní emočního stavu str. 453, 454, Sériová poziční křivka str. 206, 208
12, 583, 673, 692, 693, 706 160, 162, 707
705 618, 620, 640, 706 462, 463, 707 Sexualita str. 302, 348, 361
Potlačování myšlenek str. 684, 685, 690 REM spánková porucha chování (RBD - REM
Normální rozložení str. 372, 696, 699, 700 Paobraz str. 90, 118, 120, 706 Přenos str. 43, 45, 46, 48, 74, 208, 209, 212, Sexuální orientace str. 33, 280, 286, 309-312,
Potřeba intimity str. 423, 424, 433, 706 sleep behavior disorder) str. 145, 161, 162,
Normativní vliv str. 480, 481, 505, 705 Paranoidní schizofrenie str. 608, 610, 620 213, 219, 221, 234, 291, 294, 314, 334, 353, 707 315, 345, 707
Potřeba moci str. 428, 433, 546, 706 376, 377, 402, 479, 508, 539, 627-630, 6465,
nREM spánek str. 137, 162 Parapsychologie str. 32, 115, 117, 120, 706 Reprezentativní heuristika str. 257, 258, 261, Sezónní porucha nálady str. 654, 655, 661
Nulová hypotéza str. 694, 700 Parasomnie str. 143, 145, 161 Potřeba sounáležitosti str. 422, 423, 432, 646, 660, 661, 707
278, 279, 707 Schéma s fixním intervalem (FI) str. 182
433,706 Přesnost kódování str. 217, 238, 707
Parasympatický netvový systém str. 42, 76, Retikulární formace str. 53, 76, 707 Schéma s fixním poměrem (FP) str. 183
o 439, 462, 463, 706 Potvrzující tendence str. 252, 253, 255, Případové studie str. 22, 27, 36, 37, 40, 49,
Retroaktivní interference str. 224, 237, 238, Schéma s variabilním intetvalem (VI) str.
277-279, 706 66, 75, 253, 255, 578, 707
Obecná inteligence (g) str. 364, 376, 402, Pátrací reflex str. 323, 360, 362, 707 707 182
403,705 Povaha snů str. 139 Přirozené pozorování str. 24, 37
Percentilová hodnota str. 696, 697, 700 Retrográdní amnézie str. 213, 707 Schéma s variabilním poměrem (VP) str. 183
Obecný adaptační syndrom str. 675, 693 Pozitivní iluze str. 662, 669-671, 676, 692 Psychická porucha str. 9, 11, 284, 287, 557,
Percepční iluze (klamy) str. 112, 113, 120, Reverzibilní figury str. 105, 120 Schémata str. 181-183, 191, 194, 225-227,
Obezita str. 31, 32, 150, 157, 286, 287, 293, 708 Pozitronová emisní tomografie (PET) str. 51, 571, 576, 578-582, 618, 620, 630
Reziduální schizofrenie str. 610, 620 230, 238, 328, 329, 337, 354, 360, 362, 707
313, 410, 412-415, 422, 432, 433, 481, 677, 75, 76, 210, 706 Psychická závislost str. 154, 162, 707
Percepční nastavení str. 79, 111, 112, 119, Rodinná terapie str. 645, 646, 660, 661, 707 Schémata posílení str. 181, 182, 191, 194
705 120 Pozornost str. 8, 27, 35, 50, 52, 53, 72, 75, Psychoaktivní látka str. 154, 707
103, 104, 119, 124-129, 132, 133, 136, 143, Rogersova teorie str. 554 Schizofrenní pomchy str. 576, 583, 605, 611,
Obličejový elektromyograf (EMG) str. 445, Percepční zkušenost str. 11O Psychoanalýza str. 6, 8, 22, 35, 37, 142, 147,
145, 147-149, 153, 156--162, 175, 184, 185, Rohovka str. 85, 86, 118, 120, 707 619, 620, 707
446, 457, 462, 463, 638, 705 Periferní cesta přesvědčování str. 485, 505 151, 225, 447, 536, 538-540, 544, 545, 547,
192, 193, 199, 200, 202, 206, 221, 233, 236, Rorschachův test str. 546, 547, 572, 574 Signálně-detekční teorie str. 83, 84, 120, 707
Obranné mechanismy str. 543, 544, 548, 549, 550, 553, 554, 571, 572, 574, 581,
Periferní nervový systém (PNS) str. 42, 74, 264, 269, 274, 286, 293, 295, 297, 299, 307, Sítnice str. 80, 86, 87, 90, 91, 109, 120, 708
554, 571, 572, 574, 581, 630, 670, 675, 705 626--630, 642, 650, 656, 671, 707 Rozdělená pozornost str. 122, 126, 127, 160,
76,706 31~ 323, 325, 326, 328, 331, 334, 343, 347, Situační podněty str. 496
Obsahová validita str. 373, 402, 43, 705 Psychofarmakologie str. 622, 652, 656, 661, 162, 707
Persuazivní komunikace str. 478, 484, 504 353, 360 370, 375, 392, 393, 398, 402, 406,
707 Rozdělený mozek str. 39, 62, 67, 76, Skinnerúv box str. 179, 194, 195
Obsedantně-kompulzivní porucha (OCD) Pětifaktorový model (model pěti faktorů) str. 420, 423, 448-450, 458, 470, 472, 482, 498,
str. 576, 583, 590-592, 618, 620, 706 Psychofyzika str. 82, 120, 707 Rozpad (vyhasínání) str. 224 Skrytá cena odměny str. 190, 191
561, 562, 574, 706 515, 530, 534, 542, 548, 554, 55~ 560, 563,
Observační učení str. 165, 168, 191, 192, 584, 592, 594, 600, 603, 604, 607, 612-616, Psychochirurgie str. 55, 622, 651, 652, 656, Rozptylový graf str. 24, 25, 37 Skupinová terapie str. 645, 660, 661, 708
Piagetův odkaz str. 332
195, 706 626, 637, 645, 664, 668, 673, 684, 685, 693, 658, 661, 707 Rychlost nervových přenosú a efektivita str. Skupinové myšlení str. 492, 504, 505, 708
Placebo efekt str. 649, 660, 661, 664, 666,
Obsese str. 563, 590-593, 618, 706 706 Psychologická kontrola str. 103 376 Slepá skvrna str. 87, 120, 708
667, 692
Očekávaná délka života str. 350, 361, 362, Pozorování chování str. 20, 21, 24, 36, 37, Psychologické faktOlY str. 601, 605, 613, Rys str. 9, 49, 125, 209, 223, 232, 235, 265, Slovní spojení str. 63, 265, 266, 268, 271,
Plasticita str. 68, 69, 71, 76, 706
706 494, 54~ 553, 572, 706 620, 664 282, 286, 289-291, 294, 295, 297, 300, 302, 272, 278, 279, 708
Plod str. 60, 71, 76, 303, 304, 311, 316, 319, 307, 314, 320, 331, 365, 396, 477, 515, 521,
Očekávání učitelů str. 398, 399, 401, 474 Pracovní paměť str. 205, 206, 208, 237, 238, Psychologické vlivy str. 411, 422 Sluch str. 66, 78, 79, 81, 82, 84, 91, 92,
321, 322, 360-363, 567, 612, 706 534, 536--538, 555, 557, 560-562, 564, 565,
Odměna a trest str. 180, 636 706 Psychologický model str. 581, 618, 620 94-96, 118, 120, 146, 352, 353, 397, 708
Počítačová tomografie (CT) str. 51, 52, 75, 567-571, 573, 574, 613, 626, 646, 678, 686,
Odolnost str. 30, 194, 617, 663, 664, 667, Práh str. 46, 70, 76, 101, 706 Psychologický přístup str. 581, 707 Sluch a sluchové preference str. 325
76, 706 687, 707
681, 682, 686, 690, 692, 693, 706 Praktická inteligence str. 375, 380, 383-385, Psychologie zdraví str. 666, 671, 672, 676 Sluchová lokalizace str. 94, 118, 120, 708
Podmíněná reakce (PR) str. 169, 171, 195,
636, 706 402, 403, 706 Psychoneuroimunologie str. 664, 679, 682, Sluchová soustava str. 93, 94, 104
Princip reality str. 541, 572, 574, 706 683, 693, 707 Smyslová adaptace str. 104, 120, 708
770
Sociální důsledky str. 236, 516, 522, 613
Sociální facilitace str. 489--491, 493, 497, 505,
510
Sociální fobie str. 588, 589, 618, 620, 642,
708
Sociální hodiny str. 356, 357, 362, 708
Sociální kategorizace str. 522, 535
Sociální normy str. 482, 511, 534, 535, 580
Sociální percepce str. 464, 467, 469, 472,
475, 503, 708
Sociální podpora str. 354, 481, 648, 662,
665, 689-691, 693, 708
Sociální postoje a chování str. 176
Sociální psychologie str. 1, 35, 466, 467,
469, 473, 474, 489, 503, 505, 507, 508, 676,
708
Sociální zahálka str. 491, 492, 497, 504, 505,
708
Sociokulturní model str. 581, 618, 620, 708
Sociokulturní přístup str. 2, 33, 34, 37, 581
Sama str. 45, 74, 76, 708
Somatický nervový systém str. 42, 74, 76,
708
Somatoformní porucha str. 576, 583,
593-595, 618-620, 708
Somatosenzorická oblast str. 57, 76, 708
Spánková apnoe str. 145, 162, 708
Split-half str. 373, 402, 403
Spontánní obnovení str. 171, 176, 194, 195
Stadium 1 až 4 str. 136
Stadium formálních operací str. 332, 360,
362
Stadium konkrétních operací str. 332, 360,
362
Stálost objektu str. 269, 330,' 333, 360, 362,
708
Standardizace str. 372, 402, 403, 651, 708
Standardní skóry str. 697, 700
Stanford-Binetův test str. 364, 368, 370, 380,
401, 403, 562
Stáří str. 11,35,61,67,68,316, 317, 319,
350, 352, 361, 459, 687
Statistika str. 22,37,603,677,694,695,701,
708
Stav sebeaktualizace str. 558
Stereotyp str. 305, 306, 309, 313, 339, 348,
352, 362, 393, 398--401, 403, 410, 413, 456,
478, 505, 506, 516, 5212524, 527, 528, 530,
531, 533-535, 548, 583, 586, 592, 668, 708
Stimulancia str. 122, 154, 156, 157, 162, 708
Stres str. 4, 11, 12, 30, 143, 158, 159, 215,
300, 311, 338, 346, 348, 349, 350, 355, 357,
362, 388, 39~ 49~ 517, 521, 552, 567, 54~
580, 582, 593,594,600,613,617,620,623,
625, 638, 641, 650, 662, 664, 669, 670,
672-679, 681-687, 689-691, 708
Stroopův test str. 127, 160, 162, 708
Struktura osobnosti str. 540
Střední ucho str. 94
Studie rodiny str. 294, 315
Studium dokumentů str. 20, 21, 37
Styly attachmentu str. 337
Sublimace str. 543, 544, 572, 574, 708
Superego str. 541, 542, 545, 574, 708
Sylogismus str. 254, 279, 708
Symbolová ekonomika (token economy) str.
637, 660, 661, 708
., REJSTŘíK VĚCNÝ
Sympatický nervový systém str. 42, 76, 439,
462, 463, 676, 708
Synapse str. 46, 68, 74, 76, 328, 708
Syndromy vázané na kulturu str. 582, 620
Synestézie str. 103, 104, 120, 708
Syntax str. 265, 266, 271, 272, 278, 279, 378,
708
Systematická desenzibilizace str. 631,632,
634, 635, 660, 661, 708
T
Talamus str. 54, 75, 76, 88, 97, 214, 437, 452
Telegrafická řeč str. 267, 268, 279, 708
Telepatie str. 115, 116
Tělesně-kinestetická inteligence str. 379
Tematický apercepční test (TAT) str. 546,
572, 574, 708
Teorie Abrahama Maslowa str. 558
Teorie kognitivní disonance str. 488
Teorie míry adaptace str. 460, 463, 708
Teorie očekávání (expektance) str. 429, 432
Teorie oponentního procesu str. 90, 91, 104,
118, 120
Teorie popudu str. 407, 408, 431, 433
Teorie příbuzenského výběru str. 291, 315,
708
Teorie realistického konfliktu str. 524, 525,
533-535
Teorie sebeuvědomění str. 668, 671, 692,
693
Teorie sociální identity str. 525-527,
533-535, 708
Teorie sociálního srovnání str. 460, 463, 708
Teplota str. 42, 43, 74, 99, 101, 118, 132,
186, 328, 446, 468, 495, 594, 638
Terapeutický vztah str. 648, 660
Terapie zaměřená na klienta str. 642-644,
648, 661, 709
Teratogeny str. 320-322, 360, 362, 709
Terénní výzkum str. 19, 37, 709
Test implicitních asociací (lAT) str. 529, 530,
534, 535, 709
Test neznámé situace str. 337, 338, 362, 709
Test-retest str. 372, 373, 402, 403, 707
Transdukce str. 80, 120, 709
Trest str. 34, 178-180, 183, 184, 187, 194,
195, 305, 336, 343, 429, 465, 486, 503, 553,
565, 581, 614, 615, 636, 63~ 64~ 660, 675,
709
Triarchická teorie inteligence str. 364, 380,
382, 403, 709
Trichromatická teorie str. 90, 91, 120, 709
Tvořivá inteligence str. 380, 382
Tvořivost str. 380-383, 402, 403, 430, 558,
598, 605, 709
Tyčinky str. 86, 87, 101, 118, 120, 709
Tymoprofylaktika str. 653, 654, 661
u Volné asociace str. 142, 540, 541, 545, 548,
Učení str. 6, 8, 9, 11,30, 35, 53-55, 57,71,
110,132,158,164,166-171,175,178,179,
183, 188, 189, 191-195, 215, 220, 223, 224,
226, 237, 262, 266, 267, 270, 271, 277, 287,
29~ 293, 29~ 305, 311, 315, 323, 32~ 327,
368, 373, 399, 400, 407, 436, 465, 483, 493,
536, 548-551, 553, 558, 559, 571, 572, 574,
581, 584, 585, 601, 606, 607, 618, 630, 641,
644, 660, 665, 709
Úchopový reflex str. 323, 362, 709
Ukotvení str. 258-261, 277-279, 453, 709
Ulpívání str. 253, 254, 277, 279, 703, 709
Usazovací bod str. 414, 415
Uskupování podle schopností str. 400
V Vývojové teorie str. 268
Validita str. 142, 255, 366, 373, 402, 403,
546, 547, 562, 632, 709
Varolův most str. 53, 75, 76, 709
Vazník mozkový (corpus callosum) str. 62,
65, 76, 702
Věda str. 7, 10, 11, 15, 24, 27, 28, 31, 35-37,
124, 172, 188, 190, 213, 306, 311, 313, 314,
338, 387, 390, 397, 400, 458, 503, 579, 593,
609, 625, 651, 693
Vědomí str. 5, 6, 11, 20, 30, 53, 59, 67, 70,
75, 103, 122-129, 138-141, 146-150, 152-154,
156-162, 199, 201, 202, 205, 213, 215, 220,
236, 250, 263, 276, 330, 359, 401, 445, 452,
456, 476, 497, 540, 541, 543, 548, 553, 557,
572, 591, 592, 595, 627, 643, 657, 660, 665,
674, 684, 690, 709
Vědomí vlastní účinnosti str. 551, 553, 554,
572, 574, 709
věk a stadia dospělosti str. 355
Verbální schopnosti str. 354, 355, 394
Vestibulární systém str. 103, 118, 120, 709
Vestibulární váčky str. 103
Věta str. 209, 265, 278, 279, 345, 709
Vhled str. 10, 20, 22, 31, 247, 249-251, 277,
279, 308, 379, 380, 382, 383, 385, 402, 420,
432, 456, 499, 540, 571, 573, 627-630, 659,
660, 709
Vliv menšiny str. 482
Vliv stereotypů str. 399, 403
Vliv stresu na imunitní systém str. 679, 682,
683
Vliv většiny str. 481
vliv vrstevníků str. 158, 299, 340, 345, 347
Vnější motivace str. 404, 429--431, 433, 709
Vnější ucho str. 93, 325
Vnímání str. 5, 6, 10, 11, 29, 32, 33, 49, 50,
52, 56, 57, 62, 66, 70, 71, 74, 78-81, 84,
105-120, 124, 128, 154, 155, 157-159, 162,
172, 191, 19~ 201, 202, 22~ 251, 25~ 302,
305-307, 309, 315, 338, 349, 355, 358, 359,
374, 394, 399, 400, 411, 416, 427, 437, 456,
460, 461, 463, 467, 468, 470, 471, 475--478,
480--482,495, 501, 503, 504, 514, 517,
521-523, 534, 538, 543, 548, 551, 581, 593,
601, 605, 606, 608, 609, 611, 619, 636, 660,
665, 670, 671
Vnímání hloubky str. 108-110, 113, 114, 19,
120, 709
Vnímání hloubky jako vrozené str. 110
Vnitřní motivace str. 383, 402, 404, 429--431,
433, 559, 709
Vnitřní ucho str. 94
627, 628, 642, 646, 659, 661, 709
Volné vybavování str. 216, 217, 238, 709
Vrátková teorie bolesti str. 102, 118, 120,
709
Vrcholný zážitek str. 558, 574
Vyhasínání str. 170, 171, 180, 183, 184, 194,
195, 223, 224, 549, 550, 631, 709
Vymezení problému str. 245, 527
.1 REJSTŘíK VĚCNÝ 771
Výrazy tváře str. 435, 436, 438, 443, 444,
446, 456, 457
Vytěsnění str. 223, 225, 237, 540, 541, 543,
544, 548, 572, 574, 709
Vývojová psychologie str. 318, 319, 360,
362, 709
Vývojové vlivy str. 515
Výzkum adoptovaných dětí str. 294, 315
Výzkum dvojčat str. 294, 315
Vznik iluzorních vzpomínek str. 229
Vztah mezi stresem a nemocí str. 681, 686
Vztah s rodiči str. 184, 345
Vztahy s vrstevníky str. 339, 361
w
Weberúv zákon str. 84, 120, 709
Wechslerova inteligenční škála pro dospělé
(WAIS) str. 369, 370,401,403,709
Wernickovo centrum str. 58, 75, 76
z
Zachování množství str. 331-333, 359, 360,
362, 709
Základní atribuční chyba str. 467, 469--471,
478, 503, 505, 709
Základní nastavení str. 414, 432, 433, 709
Základní výzkum str. 9, 37, 709
Zákon efektu str. 164, 178, 179, 194, 195
Zaplavení str. 631, 660, 661, 709
Závislá proměnná str. 26, 27, 37, 709
Zázračné dítě str. 378, 379, 395, 403, 709
Zbraně str. 15,21,60,95,96, 176,203,232,
305, 406, 496, 505, 525, 543, 546, 600
Zdání kontroly str. 256, 278, 279
Změna úhlu pohledu str. 358
Znakové detektory str. 88, 118, 120, 709
Znovunabytí str. 323, 360, 362, 709
Znovupoznávání str. 216, 217, 219, 238, 709
Zornice str. 42, 85, 118, 120, 439, 441, 456,
677,709
Zpevňování str. 170, 171, 194, 549, 550
Zrak a zrakové preference str. 324
Zraková oblast mozkové kůry str. 88, 89,
120
Zrakové dráhy str. 88, 89
Zrakový nerv str. 87, 88, 104, 118, 120, 709
Zrakový útes str. 110-112, 120, 711
Ztráta vědomého vidění str. 129, 162
Zygota str. 313, 320, 360, 362, 709
ž
Životní spokojenost str. 23, 317, 357
Životní události str. 231, 339, 454, 461, 579,
599, 672-674, 682, 692, 693
Žlutá skvrna str. 87, 120, 709
Žvatlání str. 267, 278, 279, 326, 709
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