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psych > Chapter 6 Quiz > Flashcards

Chapter 6 Quiz Flashcards

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GRE® Psychology flashcards Psychology 101 flashcards
1
Q

learning

A

any durable change in behavior

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2
Q

Ivan Pavlov

A

-“stumbled” across classical conditioning around 1900
-studying “psychic reflexes”
-saliva experiments on dogs
-dogs start responding prior to the meat powder (sounds of preparation)
-realized a neutral stimulus was creation a response

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3
Q

Neutral Stimulus

A

NS

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4
Q

No Response

A

NR

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5
Q

Unconditioned Stimulus

A

UCS
ex: the dog food

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6
Q

Unconditioned Response

A

UCR
ex: dog salivating

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7
Q

process

A

repeatedly pair the US with the NS
ex: NS -> the bell
US -> food
UCR -> dog salivating

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8
Q

following repeated pairings…

A

the NS will begin to elicit the response without the US

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9
Q

conditioned stimulus (CS)…

A

can only create a conditioned response (CR)

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10
Q

Before Conditioning:

A

NS -> no response
(the bell)

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11
Q

During Conditioning:

A

US -> NS
(meat powder) (the bell)

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12
Q

After Conditioning:

A

US -> UR
(meat powder) (salivating)
l
V
CS
(the bell) -> CR (salivating)

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13
Q

process of condition = acquisition

A

the initial stage of learning something

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14
Q

process of condition = extinction

A

the gradual weakening and disappearance of a conditioned response tendency

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15
Q

process of condition = spontaneous recovery

A

the reappearance of an extinguished response after a period of non-exposure to the conditioned stimulus

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16
Q

process of condition = stimulus generalization

A

responding to things that are similar to the conditioned stimulus

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17
Q

process of condition = stimulus discrimination

A

the ability to differentiate between a conditioned stimulus and other stimuli that have not been paired with an unconditioned stimulus

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18
Q

high order conditioning

A

a conditioned stimulus functions as if it were an unconditioned stimulus

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19
Q

classical conditioning in everyday life:

A

-conditioned fear and anxiety
–events and interactions can create phobias
-emotional responses as of a result of a certain smell, song, etc
-physiological response (ie immune system)

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20
Q

watson

A

classical conditioning

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21
Q

skinner

A

operant conditioning

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22
Q

our behavior is controlled by the…

A

consequences we receive

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23
Q

operant conditioning

A

a form of learning in which responses come to be controlled by their consequences

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24
Q

operant responses are said to be…

A

emitted rather than elicited

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25
Q

primary reinforcers

A

events that are inherently reinforcing because they satisfy biological needs
ex: food, water

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26
Q

secondary (conditioned) reinforcers

A

events that acquire reinforcing qualities by being associated with primary reinforcers
ex: paycheck, attention

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27
Q

positive reinforcement

A

when a response is strengthened because it is followed by the presentation of a rewarding stimulus

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28
Q

negative reinforcement

A

when a response is strengthened because it is followed by the removal of an aversive (unpleasant) stimulus

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29
Q

punishment

A

an event following a response weakens the tendency to make that response

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30
Q

positive punishment

A

something is added

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31
Q

negative punishment

A

something is taken away

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32
Q

skinner box

A

a small enclosure in which an animal can make a specific response that is recorded while the consequences of the response are systematically controlled

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33
Q

acquisition

A

the initial stages of learning new response

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34
Q

shaping

A

process of repeatedly reinforcing closer and closer approximations to desired reponse

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35
Q

avoidance learning

A

an organism acquires a response that prevents some aversive stimulation from occurring

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36
Q

contingency theory - Robert Rescorla

A

-A “type” of classical conditioning
–pairing a US with a CS does not always lead to learning - must have an outcome that is recognizable by the subject

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37
Q

The Law of Effect - Edward Thorndike

A

responses that create a good effect becomes more likely to occur again, and responses that create a bad effect becomes less likely to occur again

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38
Q

Learned Helplessness - Martin Seligman

A

Continuous: without stopping or interruption (best for learning something new)
Intermittent: irregular intervals; not continuous or steady

operant^

39
Q

Schedules of Reinforcement:

A

rules to present (or removes) reinforces (punishers) following desired response
*either fixed - continuous - or variable-intermittent

40
Q

Fixed-Ratio Reinforcement

A

ex: 10 responses before I get reward
*lower resistance to extinction, because of variable

41
Q

Fixed-Interval

A

ex: $13 an hour

42
Q

Variable-Ratio Reinforcement:

A

higher resistance to extinction
ex: pulling lever on slot machine

43
Q

Fixed-Interval Reinforcement:

A

lower resistance to extinction
ex: paid every 2 weeks, hourly pay is fixed and continuous

44
Q

Variable-Interval:

A

higher resistance to extinction
ex: waves
*paid every 4 weeks but changes around the holidays

45
Q

Commission=

A

ratio

46
Q

salary=

A

interval

47
Q

Fixed-Ratio

A

commission for every house you sell?

48
Q

extinction

A

loss of desired response

49
Q

Conditioned Taste Aversion

A

association of taste of foods with toxins or poisons

50
Q

Social Learning Theory (Albert Bandura):

A

learn through watching others - observational learning
*models are viewed doing something and learner mimics the behavior

51
Q

Social Cognitive Theory - Bandura

A

4 steps to learning: Attention, Retention, Reproduction, Motivation

52
Q

Self-efficacy

A

To execute behaviors necessary to produce specific performance attainments

53
Q

Fixed

A

Same

54
Q

Variable

A

Change

55
Q

Interval

A

Time

56
Q

Ratio

A

Numbers

57
Q

Hippocampus

A

Learning and memory

58
Q

Types of memory

A

Sensory memory
Short term memory
Long term memory

59
Q

Encoding

A

They taking in of new memories

60
Q

Storage

A

Stores info in the brain

61
Q

Retrieval

A

Helps retrieve info from the brain

62
Q

Encoding requires…

A

Attention a filter or focus on specific stimuli

63
Q

Selective attention

A

Focusing on a particular object in the environment for certain period of time

64
Q

Cocktail party effect phenomenon

A

The ones ability to focus on a particular stimulus well filtering out other stimuli

65
Q

Multitasking

A

Research suggests that the human brain can effectively handle only one attention consuming task at a time

66
Q

Elaboration

A

Is linking a stimulus other information at the time of encoding

67
Q

Visual imagery

A

Is created with visual images to represent words

68
Q

Motivation to remember

A

Is when the information is perceived as being important

69
Q

Self referent encoding 

A

Involves the siding how are weather information is personally relevant

70
Q

Storage

A

Maintaining information in memory

71
Q

Sensory memory

A

Perceives information in this original sensory form for a brief time usually only a fraction of a second

72
Q

Short term memory

A

Limited capacity store they can maintain unrehearsed information for about 10 to 20 seconds

73
Q

George Miller

A

The magical number seven

74
Q

Chunking

A

Is grouping together of familiar stimuli as a single unit

75
Q

Rehearsal

A

The process of repetitively verbalizing or thinking about the information

76
Q

Working memory capacity

A

Refers to one’s ability to hold and manipulate information in conscious attention

77
Q

Long-term memory

A

An unlimited capacity store that can hold information over lengthy periods of time

78
Q

Retention

A

Refers to the proportion of material retained/remembered

79
Q

Recall

A

Measure of attention requires subjects to reproduce information on their own without any cues example: essay

80
Q

Recognition

A

Measure of attention requires subject to select previously learned information from an array of options
example: multiple-choice

81
Q

Tip of the tongue phenomenon

A

The temporary inability to remember something you know accompanied by a feeling that it’s just out of reach

82
Q

Miss information affect

A

Occurs when participants recall of an event they witnessed is altered by introducing misleading post event information
* Elizabeth Loftus’s car studies

83
Q

Reality monitoring

A

Refers to the process of deciding whether memories are based on external sources (one’s perception or actual events) Or internal sources (one’s thoughts and imagination)
Example: did I turn off the porch light? I think I ate sushi Monday, didn’t I?

84
Q

Source monitoring

A

Involves making attributions about the origins of memories
Example: what should I get this information from, my friend or on TV?

85
Q

Source monitoring error

A

When a memory derived from one source is misattributed to another source
Example: explains how people can have memories of things didn’t experience

86
Q

Destination memory

A

Involves are calling to whom one has told what

87
Q

Forgetting curve

A

“Use it or lose it”
(Ebbinghaus)

88
Q

Ineffective encoding

A

Not inserted in memory to begin with usually due to a lack of attention

89
Q

Decay

A

Details lesson and fade over time

90
Q

Interference

A

Other details and information get in the way

91
Q

Retrieval failure

A

Retrieval and encoding do not match

92
Q

Motivated forgetting

A

Freud‘s repression

93
Q

Retrograde amnesia

A

Can’t remember things before the event

94
Q

Anterograde amnesia

A

Can’t remember anything after the event

psych (11 decks)

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