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General Psychology 101 > 6-10 > Flashcards

6-10 Flashcards

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1
Q

A change in behavior because of an experience

A

Learning

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2
Q

The three types of learning

A

Classical and Operant conditioning, and Observational Learning

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3
Q

Occurs when we come to associate two stimuli with each other

A

Classical Conditioning

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4
Q

Learning through consequences

A

Operant Conditioning

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5
Q

Learning through an observation

A

Modeling/Observational Learning

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6
Q

Types of Stimuli in Classical Conditioning

A

Unconditioned & Conditioned response and stimuli

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7
Q

A natural response to something (the dog seeing food)

A

Unconditioned stimulus

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8
Q

A natural response to the stimulus (the dog salivating at the food)

A

unconditioned response

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9
Q

A stimulus paired with another (the bell)

A

Conditioned stimulus

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10
Q

A response associated with the learned stimulus

A

Conditioned response (salivating to the bell)

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11
Q

A child was brought to a laboratory by John Watson. He was tested through Pavlova’s Conditioning and Learning methods with rats and the conditioned response of ‘fear’. Who was this?

A

Little Albert

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12
Q

How do you remedy a Conditioned Response?

A

Present the Unconditioned stimulus without the Conditioned stimulus over time.

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13
Q

What process is listed? - Fearfulness, the first period of extinction, spontaneous recovery, the second period of extinction. -

A

Period of Extinction

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14
Q

When you relate the Conditioned stimulus and response with other things similar (Albert relating cotton to the white mouse)

A

Generalization

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15
Q

Things that don’t trigger a Conditioned Response due to a lack of similarity to the Conditioned Stimuli

A

Discrimination

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16
Q

When Conditioned Stimuli and Unconditioned Stimuli are combined, what happens?

A

Conditioned Response (Taste Aversion)

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17
Q

An irrational fear of something

A

Phobia

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18
Q

When one associates a behavior with an outcome (reinforcement/punishment)

A

Instrumental Conditioning

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19
Q

Positive Reinforcement

A

A behavior adds a positive stimulus (good grads –> money)

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20
Q

Negative Reinforcement

A

When a behavior removes an aversive stimulus (good grads –> no chores)

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21
Q

Positive Punishment

A

When a behavior adds an aversive stimulus (bad behavior –> more chores)

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22
Q

Negative Punishment

A

When a behavior removes a desired stimulus (bad behavior –> no phone)

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23
Q

Reinforcement all of the time

A

Continuous reinforcement

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24
Q

Reinforcement some of the time

A

Partial reinforcement

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25
Q

Reinforcement after specific number of responses is made (time doesn’t matter) (punch cards)

A

Fixed Ratio

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26
Q

Reinforcement after specific amounts of time pass (Paychecks)

A

Fixed Interval

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27
Q

different outcomes for the input effort (slot machines)

A

Variable Ratio

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28
Q

Reinforcement given after varying amounts of time (fishing)

A

Variable Interval

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29
Q

The intensity varies, and you have to enforce it right after the behavior. Consistency matters, and should be paired with reinforcement after the good behavior happens.

A

Properties of Punishment

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30
Q

Encoding, Storage, and Retrieval

A

Memory Functions

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31
Q

The recollection of a past event

A

Memory

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32
Q

Memories that are kept for short periods of time and based on sight and hearing. This lasts for a fraction of a second or goes to short-term memory. Active thought.

A

Sensory Store

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33
Q

Holds immediate experiences that are about 15-30 seconds, and can hold 5-9 things at once

A

Short-Term Memory

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34
Q

Not permanent, and can be lost over the years. Limitless in its capacity in relation to time. Can be Acessable or Available.

A

Long-Term Memory

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35
Q

Available VS Acessable Long-Term Memories

A

Available memories are what you have in your storage, and Accessible memories are what you can access and/or remember clearly.

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36
Q

Memories you are consciously aware of

A

Explicit Memories

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37
Q

Memories that are specific and factual (3+3=6)

A

Semantic Memories

38
Q

Memories of life experiences that play similar to movies (events)

A

Episodic Memories

39
Q

Unconscious and Procedural memories

A

Implicit Memories

40
Q

Memories of moving your body in a certain way (muscle memory)

A

Procedural Memories

41
Q

Something that can trigger a past memory, the environment or state of your body (external/internal context)

A

Retrieval Cues

42
Q

Memory works best when context during the encoding process matches context during the retrieval process (studying in same place you take a test in)

A

Encoding Specificity

43
Q

Memories that are ingrained in your brain permanently. These are detailed episodic memories (trauma), the response of your hormones kicking in, and can be altered or become fuzzy.

A

Automatic Encoding (Flashbulb Memory)

44
Q

Memories are not replayed, but they are built. This means that they may be different every time they are recalled

A

Memory Construction

45
Q

Ways to remember things, such as Acronyms, Arostic, and Loci methods.

A

Mnemonic Devices

46
Q

Encoding Failure, Decay, Inadequate memory, interference, or purposeful neglect.

A

Reasons we forget

47
Q

Part of a healthy memory system

A

Adaptive forgetting

48
Q

Memory loss too extensive for everyday forgetting

A

Amnesia

49
Q

Anterograde Amnesia

A

Memory loss for events after a trauma

50
Q

Retrograde Amnesia

A

Memory loss for events before a trauma

51
Q

Places where memories go, stored in many places of the brain

A

Engram

52
Q

Gradual process of forming new memories (some faster than others)

A

Consolidation

53
Q

The man with 30-second memory. Inexplicit memories have survived, and he remembers his wife.

A

Clive Wearing

54
Q

The shifting/movement of the brain inside of your skull, sometimes causes memory loss, sensitivity, and headaches. The more times this happens, the worse the results each time.

A

Concussion

55
Q

Form of dementia, but not the only form. The Gyri get smaller as the Sulci get bigger. The most notable symptom is a lapse in memory. The expected life span after the first signs is only 7 years. The biggest risk factor is age.

A

Alztimers

56
Q

A procedure used to guarantee a correct answer, often is not practical. (put every 4 digit code possible until you find the correct one)

A

Algorithm

57
Q

Rule of thumb, with no guarantee for a correct answer.

A

Huristic

58
Q

Solving problems by combining new ways of thinking

A

Creativity

59
Q

The problem has only one answer

A

Convergent thinking

60
Q

The problem has many answers

A

Divergent Thinking

61
Q

Who developed the first intelligence tests by measuring a specific equation?

A

Alfred Binet

62
Q

IQ=MA / CA x 100 (mental age, chronological age, and intelligence quantity) where MA and CA were often (but not always) the same. The mean would equal the spread of the data

A

Alfred Binet’s equation for intelligence

63
Q

The rule where if one’s IQ is below 70, they are considered to be mentally disabled

A

68-95-99.7 rule

64
Q

A child who does well in one category, they will generally do well in other categories. You draw knowledge from the G-Factor

A

Spearman’s Theory Of Intelligence

65
Q

The most commonly used score to find your IQ around the world

A

Wechsler’s Adult Intelligence Score

66
Q

Theory that there are multiple forms of intelligence where we can pull multiple skills from a variety of ‘pools’

A

Garden Theory

67
Q

IQ Less than 70. Often benefit from various levels of assisted schooling. Mild and Profound levels

A

Intellectual Disability

68
Q

IQ more than 130. Genius’ often reach nearly 145

A

Giftedness

69
Q

Genetics versus Environmental Impact

A

Nature and Nurture

70
Q

Identical twins where one egg split into two, creating two people with the exact same DNA

A

Monozygotic Twins

71
Q

Twins who share 50% of the same DNA. These kinds of siblings are genetically no more similar than two siblings born years apart.

A

Dizygotic Twins

72
Q

A vital part of communicating ideas into words.

A

Speaking

73
Q

Taking words and turning them into ideas

A

Listening

74
Q

A method of communication that can be verbal, written, or sign

A

Language

75
Q

A loss of ability to understand or express speech, often caused by brain damage

A

Aphasia

76
Q

The motor speech area of the brain

A

Brocas Area

77
Q

A degenerative brain disorder caused by lack of Vitamin B1 (can be caused by alcohol)

A

Wernickes (German V)

78
Q

The study of how people change over the course of their life (conception –> death)

A

Developmental Psychology

79
Q

Psychological changes that occur gradually over time

A

Continuous changes

80
Q

Psychological changes that happen rapidly

A

Discontinuous changes

81
Q

Theories from this man include things such as Schemas and a discontinuous formula for developmental psychology throughout childhood (stair steps)

A

Jean Piaget

82
Q

Mental representations of the world, thoughts, or feelings

A

Schemas

83
Q

New information being brought into an existing schema

A

Assimilation

84
Q

New information changing an existing schema

A

Accomodation

85
Q

Sensorimotor Stage of development (0-2, the development of object permanence)

A

Piaget Stage 1

86
Q

Preoperational stage of development (2-7, egocentric focus since they cannot see anybody else’s POV. The development of imagination)

A

Piaget Stage 2

87
Q

Concrete Operational stage of development (7-12, the growth of conservation and logical thinking)

A

Piaget Stage 3

88
Q

Formal Operational (12-Death. The most mature your brain will be able to process and handle information. Abstract thinking is at its prime)

A

Piaget Stage 4

89
Q

A man who believed development was a social process rather than a step-by-step equation, and that human communication was vital to the development of cognitive thinking

A

Lev Vygotsky

90
Q

The measure of what you can do alone vs. with someone else.

A

Zone of Proximal Development

General Psychology 101 (2 decks)

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