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AP Psych > AP (History And Approaches- Sexuality) > Flashcards

AP (History And Approaches- Sexuality) Flashcards

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1
Q

Uses introspection to determine the underlying structures of the mind

A

Structuralism

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2
Q

Need to analyze the purpose of behavior

A

Functionalism

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3
Q

Approaches key words- genes

A

Evolutionary

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4
Q

Approaches key words- free will, choice, ideal actualization

A

Humanistic

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5
Q

Approaches key words- brain, NTs

A

Biological

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6
Q

Approaches key words- perceptions, thoughts

A

Cognitive

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7
Q

Approaches key words- learned, reinforced

A

Behavioral

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8
Q

Approaches key words- unconscious, childhood

A

Psychoanalytic/ psychodynamic

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9
Q

Approaches key words- society

A

Sociocultural

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10
Q

Approaches key words- a combination of different toes of approaches

A

Biopsychosocial

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11
Q

First fem. President of APA

A

Mary Calkins

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12
Q

Person who developed the theories of natural selection and evolution

A

Charles Darwin

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13
Q

She reformed mental institutions in the US

A

Dorothea Dix

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14
Q

First President of APA1st Journal

A

Stanley Hall

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15
Q

Father of American psychology- functionalist

A

William James

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16
Q

Father of modern psychology- structuralist

A

William Wundt

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17
Q

First fem. To receive a PhD in psych

A

Margret Washburn

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18
Q

First fem.

A

Christine Franklin

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19
Q

derived from physiology and philosophy

A

Psychology

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20
Q

Adv: researches and establish a cause and effect
Disadv: difficult to generalize

A

Experiment

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21
Q

Manipulated by the researcher during an experiment

A

Independent variable

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22
Q

The group that receives treatment during an experiment

A

Experimental group

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23
Q

The group that receives a placebo, also considered baseline, in an experiment

A

Control group

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24
Q

Shows behaviors associated with the exp. Group when having received a placebo

A

Placebo effect

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25
Q

Exp. Where neither the participants nor the experimenter are aware of which condition people are assigned to

A

Double-Blind

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26
Q

Measured variable within an experiment

A

Dependent variable

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27
Q

Clear, precise, typically quantifiable definition of your variables- allows replication

A

Operational definition

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28
Q

Error/ a flaw found within a study

A

Confound

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29
Q

Assigns participants to either control or experimental group at random- minimizes bias, increases chance of equal representation

A

Random Assignment

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30
Q

Method for choosing participants- minimizes bias

A

Random Sample

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31
Q

Accurate results

A

Validity

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32
Q

Same result every time

A

Reliability

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33
Q

Adv: real world validity (observe people in their own setting)
Disadv: no cause and effect

A

Naturalistic observation

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34
Q

Adv: identify relationship between two variables
Disadv: no cause and effect

A

Correlation

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35
Q

Variables vary in the same direction

A

Positive correlation

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36
Q

Variables vary in opposing directions

A

Negative correlation

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37
Q

Adv: studies one person (usually) in great detail, lots of info
Disadv: No cause and effect

A

Case study

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38
Q

Shape of the data

A

Descriptive stats

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39
Q

Average (in normal distribution)

A

Mean

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40
Q

Middle number (use in skewed distribution)

A

Median

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41
Q

Occurs most often in a set of numbers

A

Mode

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42
Q

Establishes significance (meaningfulness)
Significant results NOT due to chance

A

Inferential statistics

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43
Q
  • confidentiality
  • informed consent
  • debriefing
  • deception must be warranted
A

Ethical guidelines (APA)

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44
Q

Basic cell of the NS

A

Neuron

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45
Q

Receives incoming signals

A

Dendrites

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46
Q

Cell body (includes nucleus)

A

Soma

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47
Q

Action potential travels down this

A

Axon

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48
Q

Speeds up signal down axon

A

Myelin Sheath

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49
Q

Releases Neural transmitters- send signals into next neuron

A

Terminals

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50
Q

Gaps between neurons

A

Synapse

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51
Q

Movement of sodium and potassium ions across a membrane sends and electrical charge down the axon

A

Action Potential

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52
Q

Stimulus must trigger the action potential past its threshold, but does not increase the intensity of the response

A

All or none law

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53
Q

Neutron must rest and reset before it can send another action potential

A

Refractory period

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54
Q

Neurons that receive signals

A

Sensory neurons

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55
Q

Neurons that accept signals

A

Afferent neurons

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56
Q

Neurons that send signals

A

Motor neurons

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57
Q

Neurons that signal exits

A

Efferent neurons

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58
Q

Brain and spinal cord

A

Central nervous system

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59
Q

The rest of the nervous system (besides the brain and spinal cord)

A

Peripheral nervous system

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60
Q

Allows for voluntary movement

A

Somatic nervous system

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61
Q

Controls involuntary movements (heart beat, lungs, etc.)

A

Autonomic nervous system

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62
Q

Arises the body for fight/flight (generally inhibits)

A

Parasympathetic nervous system

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63
Q

Chemicals released in the synapse gap, received by neurons

A

Neurotransmitters

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64
Q

Major inhibitory neurotransmitters

A

GABA

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65
Q

Major excitatory neurotransmitters

A

GlutamateE

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66
Q

Reward and movement neurotransmitters

A

Dopamine

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67
Q

Mood and emotion neurotransmitters

A

Serotonin

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68
Q

Neurotransmitter tied to memory

A

Acetylcholine (ACh)

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69
Q

Neurotransmitter tied to sympathetic NS arousal

A

Epinephrine and Norepinephrine

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70
Q

Neurotransmitters that help with pain control and happiness

A

Endorphins

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71
Q

Neurotransmitter tied to love and bonding

A

Oxytocin

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72
Q

Type of drug that mimics a NT

A

Agonist

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73
Q

Drug that blocks a NT

A

Antagonist

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74
Q

Unused NTs are taken back up into the sending neutron

A

Reuptake

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75
Q

Selective serotonin reuptake inhibitors (SSRI) are used to treat what disorder?

A

Depression

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76
Q

Oldest part of the brain

A

Hindbrain

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77
Q

Part of the brain that controls movement

A

Cerebellum

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78
Q

Part of brain that regulates vital organs (heart rate, blood pressure, etc)

A

Medulla

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79
Q

Part of the brain that controls sleep/arousal

A

Pons

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80
Q

Part of the brain that allows us to have attention

A

Reticular Formation

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81
Q

Part of the brain that allows for higher thought processes

A

Forebrain

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82
Q

Part of the brains, regulates emotions and fear

A

Amygdala

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83
Q

Part of the brain that is essential for memory 

A

Hippocampus

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84
Q

The amygdala, hippocampus, and hypothalamus are all parts of the system

A

Limbic System

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85
Q

The relay center of the brain for stimuli 

A

Thalamus

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86
Q

The part of the brain that controls the reward and pleasure centers as well as eating behaviors 

A

Hypothalamus

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87
Q

Damage this part of the brain causes an inability to produce speech 

A

Broca’s Area

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88
Q

Damage this part of the brain causes an inability to comprehend speech 

A

Wernicke’s Area

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89
Q

The outer portion of the brain that also has a higher order of thought processes

A

Cerebral cortex

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90
Q

Part of the brain that is located on the back of the head tied to vision

A

Occipital lobe

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91
Q

Part of the brain used for decision-making, planning, judgment, movement, and personality 

A

Frontal lobe

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92
Q

Part of the brain located on the top of the head and in charge of sensations

A

Parietal lobe

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93
Q

Located on the sides of the head (temples) in charge of hearing and face recognition 

A

Temporal lobe

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94
Q

This part of the brain has a map of our sensory receptors in the parietal lobe

A

Somatosensory cortex

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95
Q

This part of the brain has a map of our motor receptors located in the frontal lobe

A

Motor cortex

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96
Q

A bundle of nerves that connects the two hemispheres of the brain, sometimes severed in patients with severe seizures

A

Corpus callosum

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97
Q

When the brain has some specialized features on a specific side of the hemispheres

A

Lateralization

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98
Q

Who conducted the split brain experiments?

A

Gazzanaga and Sperry

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99
Q

What happened in the split brain experiments?

A

Images shown to the right hemisphere will be processed in the left and vice versa. Patient verbally identify what they saw. 

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100
Q

The brains ability to “heal” itself

A

Brain plasticity

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101
Q

Another term to describe identical twins

A

Monozygotic (MZ)

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102
Q

Another term to describe fraternal twins

A

Dizygotic (DZ)

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103
Q

Why do MZ twins have a higher percentage of also developing the same disease?

A

Genetics

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104
Q

What is changed when MZ twins are raised in different places and show differences

A

Environment

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105
Q

This system sends hormones throughout the body

A

Endocrine system

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106
Q

 the most important gland controlled by the hypothalamus and releases growth hormones

A

Pituitary gland

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107
Q

Gland related to the sympathetic nervous system and releases adrenaline

A

Adrenal glands

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108
Q

Detection of a signal 50% of the time (is it there)

A

Absolute threshold

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109
Q

What’s it called when Two stimuli must differ by a constant minimum proportion to tell the difference?

A

Difference threshold

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110
Q

A theory with the means to measure the ability to differentiate between information-bearing patterns and random patterns that distract from the information

A

Signal detection theory

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111
Q

Diminished sensitivity as a result of constant stimulation

A

Sensory adaptation

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112
Q

The tendency to see something as part of a group- speeds up signal processing

A

Perceptual set

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113
Q

Failure to notice something because you’re so focused on another task

A

Inattentional blindness

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114
Q

Noticing your name spoken across the room when you weren’t previously paying attention

A

Cocktail party effect

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115
Q

 What is the correct order that vision occurs in the eye?
(Optic nerve, bipolar cell’s, rods/cones, optic chiasm, occipital lobe, cornea, retina, lens, light, pupil, ganglion cells)

A

Light, cornea, pupil, lens, retina, rods/cones, bipolar cells, ganglion cells, optic nerve, optic chiasm, occipital lobe

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116
Q

Protects the eye

A

Cornea

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117
Q

Controls the amount of light that can enter the eye

A

Pupil/iris

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118
Q

Focuses the light on the retina in the eye

A

Lens

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119
Q

The area of best vision (cones)

A

Fovea

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120
Q

Allows us to see black and white and in dim light

A

Rods

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121
Q

Allows us to see color and in bright light

A

Cones

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122
Q

These cells connect rods and cones to ganglion cells

A

Bipolar cells

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123
Q

Opponent processing occurs here within the eye

A

Ganglion cells

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124
Q

This occurs where the optic nerve leaves the eye

A

Blindspot

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125
Q

Specialized cells that see motion, shapes, lines, etc.

A

Featured detectors

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126
Q

Siri that there are three cones for receiving color, blue, red, and green

A

Trichromatic

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127
Q

Complementary colors are processed in ganglion cells, which explains why we see after images

A

Opponent process

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128
Q

Visual system overwhelms all others (nauseous in an IMAX theater vision trump’s vestibular)

A

Visual capture

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129
Q

Recognize the objects do not physically change despite changes in sensory input (size, shape, brightness)

A

Constancies 

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130
Q

Adjacent lights blink on and off and succession, which makes it look like there is movement

A

Phi phenomenon

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131
Q

Motion produced by a rapid succession of slightly varying images (animation)

A

Stroboscopic movement

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132
Q

How we form a 3-D image from a 2-D

A

Monocular cues

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133
Q

Overlapping images appear closer

A

Interposition

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134
Q

Two objects that are usually similar in size, the smaller is farther away

A

Relative size

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135
Q

Hazy objects appear farther away

A

Relative clarity

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136
Q

Corser objects are closer

A

Texture gradient

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137
Q

Things higher in our field division look farther away

A

Relative height

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138
Q

Parallel lines converge with distance (think railroad tracks)

A

Linear perspective

139
Q

How both eyes make up a 3-D image

A

Binocular cues

140
Q

Image is cast slightly different on each retinal. Location of image helps us determine depth.

A

Retinal disparity

141
Q

Eyes strain more (looking inward) as objects draw nearer

A

Convergence

142
Q

Processing the hole and then breaking it down into smaller parts

A

Top down processing

143
Q

Processing smaller parts and working towards completing the whole

A

Bottom up processing

144
Q

And what order does the pathway of sound travel? (Auditory canal, oval window, hammer/anvil/stirrup, cochlea, temporal lobes, auditory nerves, pinna, ear drum, sound)

A

Sounds, pinna, auditory canal, ear drum, hammer/anvil/stirrup, oval window, cochlea, auditory nerves, temporal lobes

145
Q

Pinna (ear), auditory canal are part of this section of the ear

A

Outer ear

146
Q

Eardrum and HAS (bones vibrate to send signals)

A

Middle ear

147
Q

Cochlea, sound is first processed here

A

Inner ear

148
Q

Both of these these occur in the cochlea

A

Theories of hearing

149
Q

Location where hair cells bend determines sound (high pitch)

A

Place theory

150
Q

The rate at which action potentials are sent determines sound (low pitch)

A

Frequency theory

151
Q

Order in which stimuli from physical touch is sent. (Thalamus, spinal cord, mechanoreceptors, somatosensory cortex)

A

mechanoreceptors, spinal cord, thalamus, somatosensory cortex

152
Q

We have a “gate” to control how much pain we experience

A

Gate control theory

153
Q

The sense of body position

A

Kinesthetic

154
Q

Sense of balance (semi circular canals in the inner ear effect this)

A

Vestibular

155
Q

The sense has five receptors (bitter, sweet, sour, salty, and umami)

A

Taste (gustation)

156
Q

The only sense that does not grow route through the thalamus first. Goes to the temporal lobe and amygdala

A

Smell (olfaction)

157
Q

The hole is greater than the sum of its parts

A

Gestalt psychology

158
Q

Organize information into figure objects (figures) that stand apart from surroundings (background)

A

Figure/ground

159
Q

Tendency to mentally fill in the gaps

A

Closure

160
Q

The tendency to group things together that appear near each other

A

Proximity

161
Q

The tendency to group things together based off of looks

A

Similarity

162
Q

Tendency to mentally form a continuous line

A

Continuity

163
Q

What level do you have control over your processes and you are totally aware

A

Higher-level

164
Q

What level of consciousness do you automatic processing occur such as daydreaming

A

Lower level

165
Q

Estate of consciousness produced through drugs, fatigue, or hypnosis

A

Altered state

166
Q

In charge of sleeping and dreaming in consciousness

A

Subconscious

167
Q

When you were completely asleep or knocked out

A

No awareness

168
Q

To think about thinking

A

Metacognition

169
Q

The type of brain waves your brain emits when you are awake

A

Beta waves

170
Q

The type of brain waves your brain emits that have high amplitude and caused drowsiness

A

Alpha waves

171
Q

A stage of sleep in which light sleep occurs

A

Stage one

172
Q

A stage of sleep, where bursts of sleep spindles occur

A

Stage two

173
Q

The type of brain waves your brain emits during deep sleep

A

Delta waves

174
Q

This stage of sleep is when you are in deep sleep

A

Stage three

175
Q

The stage in the sleep cycle, where you are in an extremely deep state of sleep and unlikely to be woken up

A

Stage four

176
Q

At this point in sleep, you have vivid dreams

A

Rapid eye movement (REM)

177
Q

How long does the typical rem sleep cycle take?

A

90 minutes

178
Q

Does REM last longer or shorter throughout the night?

A

Longer

179
Q

Our 24 hour biological clock

A

Circadian rhythm

180
Q

The inability to fall asleep (due to stress/anxiety)

A

Insomnia

181
Q

Caused by fatigue, drugs, or alcohol. Typically happens naturally with children.

A

Sleepwalking

182
Q

Characterized by extreme nightmares, not in REM sleep typical in children

A

Night terrors

183
Q

Falling asleep, uncontrollably, and out of nowhere (due to deficiency in orexin)

A

Narcolepsy

184
Q

When you stop breathing suddenly while asleep (typically due to obesity)

A

Sleep apnea

185
Q

The series that dreaming is gratification of unconscious, desires, and needs

A

Freud’s unconscious wish fulfillment

186
Q

The hidden meaning of dreams

A

Latent content

187
Q

The obvious storyline of a dream

A

Manifest content

188
Q

When the brain produces random bursts of energy, stimulating lodged, memories- dreams start random then develop meaning

A

Activation synthesis

189
Q

An altered state of consciousness where the individual becomes more suggestible

A

Hypnosis

190
Q

What can hypnosis do for you?
Reduce pain help you relax give you superhuman strength make you regress and make you do things against your will

A

It can: reduce pain and help you relax
It cannot: give you superhuman strength make you regress or make you do things against your will

191
Q

These types of drugs trigger dopamine to release in the brain

A

Psychoactive drugs

192
Q

Alcohol, barbiturates, tranquilizers, opiates, and narcotics are all examples of this type of drug

A

Depressants

193
Q

Amphetamines, cocaine, MDMA, caffeine, nicotine, and ecstasy or all examples of this type of drug

A

Stimulants

194
Q

LSD and marijuana are two different examples of this type of drug

A

Hallucinogens

195
Q

Needing more of a drug to achieve the same effect

A

Tolerance

196
Q

Becoming addicted to the drug and must have to have it to avoid withdrawal symptoms

A

Dependence

197
Q

Psychological and physiological symptoms associated with the sudden stoppage of drug use. Typically unpleasant and can potentially kill you

A

Withdrawal

198
Q

Brings about a response without needing to be learned (food)

A

Unconditioned stimulus (US)

199
Q

A response that naturally occurs without training (salivate)

A

Unconditioned response (UR)

200
Q

Stimulus that normally doesn’t evoke response (bell)

A

Neutral response (NS)

201
Q

Once neutral stimulus that now brings about a response (bell)

A

Conditioned stimulus (CS)

202
Q

Response that after conditioning follows a CS (salivate)

A

Conditioned response (CR)

203
Q

Timing of the pairing NS/CS must be presented immediately before the US

A

Contiguity

204
Q

The process of learning the response pairing

A

Acquisition

205
Q

A previously conditioned response that dies out overtime

A

Extinction

206
Q

After a period of time, the CR comes back out of nowhere

A

Spontaneous recovery

207
Q

CR to like stimuli (similar sounding bell)

A

Generalization

208
Q

CR to only the CS

A

Discrimination

209
Q

Neural basis of memory- connections are strengthened overtime with repeated stimulation (more firing of neurons)

A

Long-term potentiation

210
Q

Taking information out of storage within the brain

A

Retrieval

211
Q

Remembering what you’ve been told without cues (essays)

A

Recall

212
Q

The tendency to remember the beginning in the end of a list of the best

A

Serial position effect

213
Q

Remembering what you’ve been told with cues

A

Recognition

214
Q

Particularly vivid memories for highly important events

A

Flashbulb memories

215
Q

Unconsciously buried memories- are unreliable

A

Repressed memories

216
Q

Forgetting information because you never encoded it in the first place

A

Encoding failure

217
Q

The more closely retrieval cues match the way we learned the information, the better we are at remembering the info

A

Encoding specific principal

218
Q

Recall decreases rapidly at first, then reaches a plateau after which little more is forgotten

A

Forgetting curve

219
Q

When old information blocks new information

A

Proactive interference

220
Q

When new information blocks the old

A

Retroactive interference

221
Q

The distortion of memory by suggestion or misinformation

A

Misinformation effect

222
Q

When amnesia moves forward (forgetting new information)

A

Anterograde amnesia

223
Q

When amnesia moves backwards (forgetting old info)

A

Retrograde amnesia

224
Q

It disease caused by the destruction of the acetylcholine in the hippocampus

A

Alzheimer’s disease

225
Q

The smallest unit of sound (ch in chat)

A

Phonemes

226
Q

The smallest unit that carries meaning in a language (syllable)

A

Morpheme

227
Q

Rules in a language that enable us to communicate

A

Grammar

228
Q

Set of rules by which we derive (adding ED makes something past tense)

A

Semantics

229
Q

Rules for combining words into sentences (White House versus casa Blanca)

A

Syntax

230
Q

The first stage of speech were infants, make unintelligible noises

A

Babbling stage

231
Q

When an infant is able to say one word (duh)

A

One word stage

232
Q

The stage in which an infant is able to say two words or more (duh duh)

A

Two words stage

233
Q

When kids repeat what they hear, but they don’t do it perfectly

A

Imitation

234
Q

A grammar mistake, where children overuse certain morphemes (I go-ed to the park)

A

Overregularization

235
Q

The conditioning type to reinforce language use

A

Operant conditioning

236
Q

The theory that language is innate, and we are all predisposed to learn it

A

Inborn Universal grammar

237
Q

Period of time where something must be learned or else it cannot ever happen (children must learn in a language when they are young)

A

Critical period

238
Q

Language influences the way we think

A

Linguistic determinism

239
Q

Mental categories used to group objects, events, and characteristics

A

Concepts

240
Q

All instances of a concept are compared to an ideal example (what you first think of)

A

Prototype

241
Q

Step-by-step strategies that guarantee a solution (formula)

A

Algorithms

242
Q

A shortcut strategy (rule of thumb)

A

Heuristics

243
Q

Making inferences based on your experience (like a prototype) like assuming someone must be a librarian because they are quiet

A

Representative heuristics

244
Q

Relying on the availability to judge the frequency of something (overestimating death due to plane crashes due to recent events)

A

Availability heuristics

245
Q

Keep using one strategy and cannot think outside of the box

A

Functional fixedness

246
Q

Tendency of one’s pre-existing beliefs to distort logical reasoning by making invalid conclusions

A

Belief bias

247
Q

The tendency to clean to our beliefs in the face on contrary evidence

A

Belief perseverance

248
Q

Data driven decisions general to specific

A

Inductive reasoning

249
Q

Driven by logic specific to general

A

Deductive reasoning

250
Q

The ability to think about many different things all at once

A

Divergent thinking

251
Q

Complex behaviors have fixed patterns and are not learned (explains animal motivation)

A

Instinct

252
Q

Physiological need creates aroused tension (drive) that motivates you to satisfy the need (driven by homeostasis: equilibrium)

A

Driver reduction

253
Q

Unlearned Drive based on survival (hunger, thirst)

A

Primary Drive

254
Q

Learn drives (wealth or success)

A

Secondary drive

255
Q

Humans aim to seek a state which makes easier tasks= more arousal, and harder tasks= less

A

Optimum arousal

256
Q

Theory, derived by Maslow, needs lower in the pyramid have priority over needs higher in the pyramid

A

Hierarchy of needs

257
Q

Physiological needs are on which level of the Maslow hierarchy of needs pyramid

A

The first level

258
Q

Safety needs are on which level of the Maslow hierarchy of needs pyramid

A

The second level

259
Q

Love and belonging are on which level of the Maslow hierarchy of needs pyramid

A

The third level

260
Q

Esteem is on which level of the Maslow hierarchy of needs pyramid

A

The fourth level

261
Q

Self actualization is on which level of the Maslow hierarchy of needs pyramid

A

The fifth level

262
Q

Inner motivation, you do it because you like it or you want to

A

Intrinsic motivation

263
Q

Motivation to obtain a reward (trophy)

A

Extrinsic motivation

264
Q

Classical conditioning involves cognitive processes

A

Contingency model: Rescorla and Wagner

265
Q

Innate predispositions can allow classical conditioning to occur in one trial (food poisoning)

A

Condition taste adversion (John Garcia)

266
Q

Conditioned a fear in a baby (only two counter condition or removed later on)

A

Counterconditioning; little Albert and John Watson

267
Q

Who was the major pioneer of operant conditioning?

A

BF Skinner

268
Q

Behaviors followed by positive outcomes are strengthened and negative outcomes weaken a behavior

A

Law of effect (thorndike)

269
Q

Adding something nice to increase a behavior

A

Positive reinforcement

270
Q

Taking away something bad or annoying to increase a behavior

A

Negative reinforcement

271
Q

Innately satisfying rewards (food and water)

A

Primary reinforcers

272
Q

Everything else that can be given as a reward (stickers, high-fives, etc)

A

Secondary reinforcers

273
Q

A type of secondary reinforcer that can be exchanged for other stuff (game tokens or money)

A

Token reinforcer

274
Q

Respond to similar stimulus for rewards

A

Generalization

275
Q

Stimulus signals when behavior will or will not be reinforced (lights on means response are accepted)

A

Discrimination

276
Q

The same as classical conditioning where you can suddenly have the reinforced behavior come back and have it slowly go away

A

Extinction/spontaneous recovery

277
Q

High probability activities reinforced low probability activities (get an extra minute at recess if everyone turns in their homework)

A

Premack principal

278
Q

Reinforcing behaviors that are intrinsically motivating causes you to stop doing them (give a child five dollars for reading when they already like to read they’ll stop reading)

A

Overjustification effect

279
Q

You successive approximations to train behavior (reward, desired behavior to teach a response)

A

Shaping

280
Q

Tying together several behaviors

A

Chaining

281
Q

Receiving a reward for every response

A

Continuous reinforcement schedule

282
Q

Rewarding every X number of responses (every 10 envelope stuffed gets money)

A

Fixed ratio schedule

283
Q

Reward every X amount of time past (paycheck every two weeks)

A

Fixed interval schedule

284
Q

Rewarded after a random number of responses (slot machine)

A

Variable ratio schedule

285
Q

Rewarded after a random amount of time has passed (fishing)

A

Variable interval schedule

286
Q

Is variable schedules or fixed schedules more resistant to extinction?

A

Variable schedules are more resistant to extinction

287
Q

Children model (imitate) behaviors study used Bobo dolls to demonstrate

A

Social observational learning
Bandura

288
Q

Behaviors that are considered helpful

A

Prosocial

289
Q

Behaviors that are considered mean or inconsiderate

A

Antisocial

290
Q

Learning is hidden until it is useful (rats in a maze get reinforced halfway through, performance improved)

A

Latent learning ( tolman)

291
Q

Mental representation of an area, allows navigation if blocked

A

Cognitive maps

292
Q

Some learning is through simple intuition (chimps with crates to get bananas)

A

Insight learning (Kohler)

293
Q

No matter what you do you never get a positive outcome so you just give up (word scrambles)

A

Learned helplessness (Seligman)

294
Q

Getting information into the memory

A

Encoding

295
Q

Requires no effort to take information into memory

A

Automatic encoding

296
Q

Requires attention to remember certain information

A

Effortful encoding

297
Q

The more emphasis on meaning the deeper the processing and the better remembered

A

Shallow, intermediate, and deep processing

298
Q

Attaching images to information makes it easier to remember

A

Imagery

299
Q

We better remember what we’re interested in

A

Self referent encoding

300
Q

Combining different types of encoding aids in memory

A

Dual encoding

301
Q

Breaking information into smaller units to aid in memory

A

Chunking

302
Q

Shortcuts to help us remember information easier

A

Mnemonics

303
Q

Using letters to remember something (PEMDAS)

A

Acronyms

304
Q

Using locations to remember a list of items in order

A

Method of loci

305
Q

Where are you? Learn the information you best. Remember the information.

A

Context dependent memory

306
Q

The physical state you were in when learning is the way you should be when testing

A

Steep dependent memory

307
Q

Retaining information overtime

A

Storage

308
Q

Stores all incoming stimuli that you receive (first you have to be paying attention)

A

Sensory memory

309
Q

Visual memory lasts about 0.3 seconds

A

Iconic memory

310
Q

Auditory memory that usually lasts between 2 to 3 seconds

A

Echoic memory

311
Q

Information passes from sensory memory to STM last 30 seconds and can remember 7 to 2 items

A

Short term memory

312
Q

This term memory is split into two. Visual spatial memory from the iconic and phonological loop from the echoic. Combines them both before passing it.

A

Short term memory

313
Q

Memory that lasts a lifetime

A

Long-term memory

314
Q

Conscious recollection of information

A

Explicit/declarative

315
Q

Conscious recollection of events in the long-term memory are called what

A

Episodic

316
Q

Conscious recollection of facts in the long-term memory are called what

A

Semantic

317
Q

Unconscious recollection of information in long-term memory

A

Implicit/non-declarative

318
Q

What does classical conditioning fall under in long-term memory?

A

Implicit/non-declarative

319
Q

Information that is seen earlier primes you to remember something later on

A

Priming

320
Q

Skills that can be found in unconscious recollection of long-term memory are called what

A

Procedural

321
Q

Memory is stored, according to a hierarchy is known as what

A

Hierarchies

322
Q

LinkedIn memories are stored together

A

Semantic network

323
Q

Pre-existing mental concepts of how something should look

A

Schemas

324
Q

What neurotransmitter in the hippocampus is most helpful for memories

A

Acetylcholine (ACh)

325
Q

What part of the brain is used for procedural memories?

A

Cerebellum

326
Q

What are the contractions in our stomach when we’re hungry called?

A

Signals of hunger

327
Q

What level is maintained by the pancreas (endocrine system)?

A

Glucose (sugar)

328
Q

Decreases glucose (used in diabetes)

A

Insulin

329
Q

Released by the hypothalamus to tell us to eat

A

Orexin/ghrelin

330
Q

When stimulated this part of the brain makes you hungry. If lesioned you will never eat again

A

Lateral Hypothalamus

331
Q

When this party of the brain is stimulated you feel full. If damaged you’ll never know when to stop eating

A

Ventromedial hypothalamus

332
Q

Signals to the brain to reduce appetite

A

Leptin

333
Q

This increases risk of heart attack, hypertension, atherosclerosis, and diabetes

A

Obesity

334
Q

The control system that dictates his much fat you should carry- every person is different

A

Set point

335
Q

Eating disorder that causes weight loss of at least 15% ideal weight, distorted by body image

A

Anorexia

336
Q

What can overly critical parents, perfectionist tendencies, and/or social ideals potentiality cause? (Harmful)

A

Eating disorder

337
Q

An eating disorder characterized by a normal body weight, but they have binge-purge eating patterns (eat massive amounts the gets sick)

A

Bulimia

338
Q

Simulation to this party of the brain increases sexual behavior, destruction leads to sexual inhibition

A

Hypothalamus

339
Q

This gland monitors, initiates, and restricts hormones

A

Pituitary Gland

340
Q

Predominately male hormone

A

Testosterone

341
Q

Predominately female hormone

A

Estrogen

342
Q

Excitement phase, plateau, orgasm, refractory period (then resolution phase for men) are All part of what?

A

Sexual response pattern

343
Q

The first researcher to conduct studies in sex; suggested that prone water promiscuous and created a scale of homosexuality

A

Alfred Kinsey

344
Q

Biological roots, sexuality differences found in the brain. Twins are both more likely to be ____ and sons more likely to be too

A

Homosexuality (Gay)

AP Psych (2 decks)

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