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Psychology 101 Test 3 > Chapter 6 > Flashcards

Chapter 6 Flashcards

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1
Q

a relatively permanent change in behavior or mental processes caused by experience

A

Learning

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2
Q

learning that occurs through involuntary paired associations. Occurs when a neutral stimulus is paired repeatedly with an unconditioned stimulus to cause a conditioned response that is identical to the unconditioned response

A

Classical Conditioning

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3
Q

Experimentally demonstrated how the emotion of fear could be classically conditioned

A

Little Albert (John Watson)

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4
Q

A learned response not only to the original stimulus but other similar stimuli as well

A

Stimulus Generalization

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5
Q

Learning and behavior is determined by the rewards and punishments of the environment

A

Operant Conditioning

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6
Q

Any procedure that increases the probability of a response occurring again

A

Reinforcement (reward)

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7
Q

Any procedure that decreases the probability of a response occurring again.

A

Punishment

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8
Q

A behavior followed by a pleasant consequence will be repeated and a behavior followed by an unpleasant consequence will stop

A

Law Of Effect (Edward Thorndike)

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9
Q

A behavior that is repeated because it is thought to cause a desired effect, even though there is no connection between the behavior and the effect

A

Superstitious Behavior

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10
Q

Pigeons repeated a behavior over and over again to get a food pellet (desired effect) even though their behavior wasn’t necessary to get the food pellet - there was no connection between their behavior and the desired effect

A

Skinner Pigeon Experiment

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11
Q

Known as the Cognitive-Social Learning Theory (Or Imitation or Modeling). Learning by observing the behaviors of others

A

Observational learning

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12
Q

Children learn aggressive behavior by observing aggressive models.

A

Bandura Study

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13
Q

must attend or pay attention to the model

A

Attend (Four Processes)

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14
Q

must remember the observed behavior

A

Remember (Four Processes)

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15
Q

Must be able to reproduce the observed behavior

A

Reproduce (Four Processes)

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16
Q

Must be motivated to reproduce the observed behavior. More likely to repeat a behavior if the model was reinforced

A

Motivation (Four Processes)

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17
Q

Provides models of violence and will increase violent behavior

A

Social Learning Model

18
Q

Serves as a release for hostility and aggression and will decrease violent behavior

A

Cathartic Model

19
Q

The ability to think rationally, learn from experience, and to deal effectively with the environment

A

Intelligence

20
Q

Suggests a single, innate, underlying ability or trait that determines intelligence in all areas. This ability or trait is labeled as “g”. Theoretically the more “g” you have the more intelligent you are

A

Charles Spearman’s General Factor Theory

21
Q

Suggests there are two types of intellectual abilities that exist: Fluid abilities and Crystallized Abilities.

A

Raymond Cattall’s Theory of Intelligence

22
Q

Intellectual abilities that underlie, or account for much of our intelligent behaviors- similar to spearmans ‘g’. These abilities are innate, not learned. They are independent of education and experience. They decline with age. Include reasoning abilities, problem solving, memory, speed of information.

A

Fluid Abilities

23
Q

Knowledge and skills gained through experience and education. Learned, not innate. These abilities will increase and increase with age. Abilities include: vocabulary, general information or knowledge, mathematical skills

A

Crystallized Abilities

24
Q

Human intelligence consists of 9 separate areas of abilities. Ex: Logical-Mathematical, Linguistic, Musical, Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalist, Spiritual/Existential.

A

Gardner’s Theory of Multiple Intelligences

25
Q

Does knowing students intellectual abilities influence teachers. Study done in 1968 by Robert Rosenthal and Eleanor Jacobsen but still applicable today. Resulted in the pygmalion effect which is exceptional progress by a student as a result of higher teacher expectations.

A

Rosenthal-Jacobsen Effect

26
Q

A groundless expectation that is confirmed because it has been expected

A

Self-Fulfilling Prophecy

27
Q

Measured intelligence had increased in most industrialized countries

A

The Flynn Effect

28
Q

The ability to produce valuable or useful outcomes in an original new way

A

Creativity

29
Q

seeing unique or different solutions to a problem

A

Originality (3 characteristics of creativity)

30
Q

Generating a large number of possible solutions

A

Fluency (3 characteristics of creativity)

31
Q

Shifting with ease from one type of problem-solving strategy to another.

A

Flexibility (3 characteristics of creativity)

32
Q

How situational factors and other people affect our behaviors

A

Social Influence

33
Q

a change in thoughts, feelings, actions, or behaviors due to real or imagined group pressure

A

Conformity

34
Q

to test the degree of conformity. More than one third conformed, agreeing to the obviously wrong answer

A

Solomon Asch Study

35
Q

Conformity stems from the need for approval and acceptance by the group

A

Normative Social Influence

36
Q

Conforming because of a need for information and direction

A

Informational Social Influence

37
Q

Conforming to people or groups because we admire them and want to be like them

A

Reference Groups

38
Q

Following a direct command, usually from someone in a position of authority

A

Obedience

39
Q

He told the subjects he was doing a study on the effects of punishment on learning and memory. He was actually investigating obedience to authority.

A

Standle Milgram’s famous experiment

40
Q

What percent of the teacher participants obeyed completely going all the way to the end of the shock scale?

A

65%

41
Q

Legitimacy and closeness of the authority figure, closeness/remoteness of the victim. Assignment of responsibility. Modeling or imitating objects

A

Factors in Obedience

Psychology 101 Test 3 (1 decks)

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