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Psychology 101 > Chapter 5-7 > Flashcards

Chapter 5-7 Flashcards

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0
Q

Classical conditioning

A

Learning to make an involuntary (reflex) response to a stimulus other than he original, natural stimulus that normally produces the reflex

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1
Q

What is learning?

A

A relatively permanent CHANGE in knowledge or behavior that come from EXPERIENCES

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2
Q

What is unconditioned stimulus?

A

A stimulus that elicit and unconditioned response.
(You don’t realize what you’re doing)

Food!

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3
Q

Unconditioned response

A

Is an automatic reaction to something
It’s involuntary
Drooling!

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4
Q

Neutral stimulus

A

It’s a stimulus that has no effect on he desired response

The bell

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5
Q

Conditioned stimulus

A

Originally it is irrelevant,

But after it becomes associated with an UNCONDITIONED STIMULUS,

Adding sound of the bell to food!

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6
Q

Conditioned response

A

Learned response to previously neutral conditioned stimulus.

Bell to the salivation

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7
Q

Generalization

A

Tendency for the STIMULI similar to the Conditioned response to induce a similar conditioned responses

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8
Q

Discrimination

A

Tendency to stop making generalized response to a stimulus that is similar to the original CS because it is NEVER paired with the unconditioned stimulus

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9
Q

Higher order conditioning

A

When a conditioned response is paired with another neutral stimuli, causing the neutral stimulus to become a New conditioned stimulus

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10
Q

Conditioned taste adversion

A

Development I an avoidance response to a taste that is followed by a nausea reaction after ONE ASSOCIATION

Biological preparedness

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11
Q

Operant conditioning

A

Aka instrumental learning
Connection between behavior and a consequence (good or bad)
Learned voluntary behavior

Association between stimulus and response

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12
Q

Positive reinforcement

A

Increase behavior by presenting a pleasurable stimulus.

YOU STUDY BECUASE YOU WANT AN “A”

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13
Q

Negative reinforcement

A

Increase behavior by removing an unpleasant stimulus.

YOU STUDY TO KEEP YOUR PARENTS FROM NAGGING

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14
Q

Positive punishment

A

Decreases a behavior by presenting an aversion stimulus

SPANKING

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15
Q

Negative punishment

A

Decreases behavior by removing a pleasant stimulus

Taking away tv privileges
No video games for a week
No movies

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16
Q

Fixed ratio reinforcement

A

Reinforcement is contingent upon a a fixed interval with a predictable number of responses

Picking 5 weeds get a nickel
Presses lever five time for 1 food pellet

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17
Q

Variable ratio

A

Contingent upon VARYING, unpredictable number of responses

Slot machines
Pressed lever for an average of five times for a food pellet

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18
Q

Fixed interval

A

Dependent the FIRST RESPONSE after a specific amount of time has past. How amount of responding near the end of the interval

Weekly paycheck

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19
Q

Variable interval

A

Reinforcement is dependent upon the first response after a varying and unpredictable period of time

LOKKING FOR THE SUBWAY
AVERAGE OF 30s to receive food

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20
Q

Shaping

A

Gradually molding an organism to perform s specific behavior by reinforcing any rekindled they are similar to the Desired response

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21
Q

How should punishment be applied

A

It works if it is immoderate
Consistent
Inescapable
Strong

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22
Q

When should you use punishment

A

For dangerous behavior
Use in combination with reinforcement
Used immediately

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23
Q

Operant vs classical conditioning

A 
OPERANT:
Response are voluntary
Consequences are important
Reinforcement are immediate
Increase rate of an occurring response
CLASSICAL CONDITIONING
involuntary/ reflexive 
Antecedent stimuli needed form Assn.
CS must occur immditely. Before UCS
End result create new response to a stimulus that was no there before
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24
Q

Albert bandura did what study

A

Bobo dolls
Aggression
Children on video were aggressive if what they watch was aggressive

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25
Q

Skinner did what kind of study

A

Pigeons playing ping pong

Focus on operant conditioning

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26
Q

John B. Watson study

A

Behaviorism
Used classical conditioning
Using little Albert as a test to scare him of white rats

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27
Q

Define memory

A
  • An active system that received info from the senses
  • organized and alter info as if stores
  • retrieved from storage
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28
Q

What are the three stages of memory

A

Sensory memory

Short term memory

long-term memory

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29
Q

Sensory memory

A

1st stage of memory

Information enters the nervous system through sensory systems
Information encoded, neural messages

Very brief amount of time

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30
Q

Iconic sensory memory

A

Visual!
Being able to remember something you just saw!

Whole visual field, reaction of a second

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31
Q

Echoic sensory memory

A

Auditory!

Being able to remember something you just heard.

Smaller capacity than iconic but last a couple of seconds

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32
Q

Short term memory

A

The memory system in which info is held for brief periods of time while being USED!!!! Actively thinking about it!!

About 30 seconds (maintain rehearsal)
Max about 7 items

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33
Q

Chunking

A

Organize information into meaningful units- usually automatically

Phone numbers
5-1-8-4-2-8-8-8-6-6

518-428-8866

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34
Q

Mnemonics

A

Memory aids especially those techniques that uses IMAGERY and ORGANIZATION

acronyms
Rhymes
Phrases

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35
Q

Direction of the short term memory

A

Any sensory messages that are important a gets sent to he CONSCIOUSNESS will move to STM through SELECTIVE ATTEN.
It’s finally encoded into an auditory form.

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36
Q

How does info get from short term to long term?

A

Elaborate- making information meaningful in some way

Connecting it to something already known

Encodes images, sounds, etc with meaning

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37
Q

Non declarative memory

A

Memories for things we know HOW TO DO! (Skills, procedures, habits, etc.)

Implicit or procedural

LTM

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38
Q

Declarative memory

Semantic

Episodic

A 
Explicit memory (LTM)
Memories for things we consciously know!

Semantic: facts/general knowledge
Kind of permanent

Episodic: things that we experienced
The updated and revised

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39
Q

Organization in LTM

A

Are related to meanings and concepts

Network model assumes info is stored in the brain are all connected

Related concepts are stored closer to each other.

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40
Q

What is the information-processing model.

Name all steps

A

Sensory memory receives—–> working or STM (rehearses)—-CONSOLIDATION—-> LTM

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41
Q

Retrieval

A

Getting info out of LTM
Stimulus for remembering

The more cues the easier it is to remember.
Cues are stored physically close to each other and key piece of information

42
Q

Encoding specificity

A

Connection between surrounding and remembers info

easier to remember if the surroundings/state/mood are the same when memory is formed as when you try to retrieve it.

43
Q

Recall vs recognition

A

Recall: memories are retrieved with few or external cure (filling in blanks)

Recognition: looking/hearing info and matching it with what’s already in memory (multiple choice)

44
Q

Recall and examples

A

Serial position effect: people recall the first and last information the best

Primacy effect: first item (more rehearsal time)
Regency effect last item (STM)

45
Q

Problems with recognition

A

Pretty accurate with images

Many false positive- error in recognition= think you recognize something but in reality you didn’t

46
Q

Constructive processing view of memory

A

Reconstructed from info stored during encoding every time that memories are retrieved

Retrieval can be altered revised or influenced

Memory is inaccurate

47
Q

Hindsight bias

A

He event had been PREDICTABLE even though they had no insight at all

Can cause memory distortion

knew-it-all-along effect

48
Q

How long does it take us to forget

A

Distinct pattern of forgetting is fast.

Mostly during the 1st hour of learning then it tapers off

49
Q

Memory trace theory

A

Physical changes in the brain that occurs when memory is formed

Memory trace can decay over time if it’s not used

“Use it or lose it.”

50
Q

Interference theory

A

Proactive interference prevents retrieval of newer information

51
Q

Proactive interferences

A

Older information prevents retrieval of newer info

52
Q

Retroactive interference

A

Newer information prevents retrieval of older information

53
Q

Anterograde amnesia

A

Inability to store information in LTM

54
Q

Retrograde amnesia

A

Inability to retrieve long term memories from the past

55
Q

Korsakoff’s syndrome

A

Severe anterograde amnesia

56
Q

Conversion from short term to Long term storage is….

A

Consolidation

57
Q

Neural mechanism

A

Long term potentiation

58
Q

Severe epilepsy cure?

A

Bilateral removal danger the HIPPOCAMPUS

So he had anterograde amnesia

Existing memory were preserved no new memory was formed.

59
Q

Mental imagery

A

Mental representations that stand for objects or events and have picture like quality

Can flip etc
Can use concepts= ideas that represent a class or category of object, events, and activities
60
Q

Formal concepts

A

Defined by specific or features

Squares have four sides four angles etc

61
Q

Natural concept

A

Concepts peopled form as a result of their experiences in the real world

Vehicles

62
Q

Prototype

A

Things that are natural to us and known to us.

Can cause classification problems if it doesn’t fit.
Olives and tomatoes are fruit

63
Q

Trial and error

A

Mechanical solution

Method of problem solving in which one solution after another Is tried until a successful one is found

64
Q

Algorithm

A

Very specific step by step procedures for solving problems

Will always result in a solution

Math formulas

65
Q

Heuristic

A

Educated guess
Rule of thumb
Prior experiences that help narrow down the possible solutions for s problem

66
Q

Representativeness heuristic

A

Judges the likelihood of something based on their “fit” to a certain prototype.

Rather than statistically

67
Q

Availability heuristic

A

Judge things based on their availability in memory; how east is to think of related examples.

First thing that comes to your mind

68
Q

Insight

A

Realization of the solution to a problem

Light bulb moment

69
Q

Convergent thinking

A

One solution

70
Q

Divergent thinking

A

Multiple solutions and possibilities

71
Q

Mental sets

A

Tendency to persist in using problem solving patterns that worked in the past

72
Q

Confirmation bias

A

Attending information that confirms or firs ones beliefs while ignoring the evidence that disproves t

73
Q

Fictional fixedness

A

Tendency to think of kings only in terms of their usual function

74
Q

Fixation

A

Inability to see a problem from a new perspective

75
Q

Broca area is associated with what

A

With language PRODUCTION!

76
Q

WERNICKE AREA associated

A

With language COMPREHENSION AND RECOGNITION

77
Q

Grammar is what?

A

A system of rules governing structure and use of a language

78
Q

Phonemes

A

Set of basic sounds that can have more than one sound and letter

79
Q

Visual spatial

A

Ability to understand girls objects are oriented in space

Pilots astronauts artists

80
Q

Interpersonal

A

Sensitivity to others and understanding motivation of others

Psychologist and managers

81
Q

Intrapersonal

A

Understanding ones emotions and how they guide actions

Various people oriented careers

82
Q

Naturalist

A

Ability to recognize the patterns found in nature

Farmers landscaper biologist

83
Q

Existentialist (a candid intelligence)

A

Ability to see the big picture of the human world by asking questions about life and death

Philosophers, thinkers

84
Q

Three types of analysis

A

Analytical

Creative

Practical

85
Q

Analytical

A

Academic problem solving “book smart” break down problems for analysis

86
Q

Creative intelligence

A

Adaptive to novel situation by generating novel ideas, can come with new wars to solve problems

87
Q

Practical intelligence

A

Common sense, user for everyday tasks “street smart”

88
Q

Alfred Binet did what?

A

The first intelligence test!

Mental age!

IQ test

89
Q

Formula for IQ?

A

Mental age divided by chronological age!
Times 100!!

15 interval

90
Q

Wechsler tests (4)

A

Provides 3 scores verbal and non verbal/performance for these domains.

  • verbal comprehension
  • perceptual reasoning
  • Working Memory index
  • processing speed
91
Q

Reliability

A

The extent to which a test yields consistent result over and over each time t is given to the same people

92
Q

Validity

A

The degree to which a test actually measures what it’s supposed to measure

93
Q

Standardization

A

Process of giving the test to a large group of oriole that represent the kind of people for whom the test is designed.

94
Q

Intellectual disability

A

Below 70 IQ

2 SD below

95
Q

What is intelligence

A

It is stable
It is heritable
It is comprised of multiple domains
It can be measured

96
Q

Vicarious conditioning

A

How people react to emotions even if they aren’t directly exposing them To it

97
Q

A behavior is more resistant to extinction of it is

A

Partially reinforced

98
Q

What are the elements of observational learning. BANDURA

A

Attention
Memory
Imitation
Desire

99
Q

Primary reinforcer

A

Hungry drive
Thirst drive
Pleasure drive

Toddlers consider this more
Hurts when removed

100
Q

Secondary reinforcer

A

Money

Praise instead of touch can make a puppy delight

101
Q

Latent learning

A

Learning without obvious reinforcement of the behavior. It’s not immediately expressed

102
Q

Animals tendency to revert to genetically controller patterns is

A

Instinctive drift

103
Q

Time out is an example of

A

Punishment by removal

Psychology 101 (5 decks)

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