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GRE Psychology > Cognitive Psychology (Learning and Ethology) > Flashcards

Cognitive Psychology (Learning and Ethology) Flashcards

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1
Q

Pavlov

A

Classical conditioning dogs

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2
Q

Long time since bell= food, yet weak response known as

A

spontaneous recovery

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3
Q

acquisition

A

period during which organism is learning association of stimuli

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4
Q

Dog hears windchimes and salivates, but was trained on bell

A

generalizations

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5
Q

Forward conditioning vs. backward

A

CS before UCS in forward, backward not successful

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6
Q

Second Order conditioning

A

Stage 1: Bell ring, food (CS, UCS)
Stage 2: light, bell (neutral, CS)
stage 3: neutral (light flash)

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7
Q

Sensory preconditioning

A

Stage 1: neutral 1 & 2 (light and bell)
Stage 2: neutral 2 (CS) and UCS (bell and food)
Stage 3: (neutral 1, food and light)

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8
Q

Who explained pairing/association for classic conditioning? (contingency explanation)

A

Robert Rescorla

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9
Q

Blocking

A

If hiss noise, then shock ok

hiss and light, then shock, not link because light is coincidence. Noise alone.

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10
Q

Contiguity
Contingency
Blocking

A

Continuity- CS/UCS near in time
Contingency- CS good signal for UCS
Blocking- CS good signal for UCS and provides nonredundant info about occurrence of UCS

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11
Q

Thorndike’s law of effect

A

if response followed by annoying consequence, animal less likely to emit same response in future.

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12
Q

Reinforcement vs. Punishment

A

Reinforcement- we want you to do something

punishment- we want you to stop doing something

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13
Q

A stimulus condition that indicates that the organism’s behavior will have consequences is called…

A

Discriminative stimulus

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14
Q

Partial reinforcement effect

A

Rat A = every lever press = 1 treat
Rat B = every 3-6 lever presses = 1 treat
Whose extinction is longer? Rat B

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15
Q

Fixed-Ratio schedule

A

5 presses = 1 treat, everytime

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16
Q

Variable-Ratio

A

average 5 presses = 1 treat, but could be 2, or 17

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17
Q

Fixed-interval

A

Rutgers

1st lever press after 45 second time lapse

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18
Q

Variable interval

A

Reinforced for first response after variable amount of time has elapsed since the last reinforcer. (average amount of time)

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19
Q

FR1 or continuous reinforcement is

A

1 lever = 1 treat

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20
Q

What schedule is most resistant to extinction?

A

Variable Ratio

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21
Q

Shaping/Differential Reinforcement

A

Desired behavior to reinforce is not natural

Give treats for closer approximations

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22
Q

Classical Conditioning therapies help what

A

phobias/OCD

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23
Q

Flooding: phobia therapy vs. Implosion

A

Expose to fear (like a cat)

implosion: just imagine the cat

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24
Q

Counter-conditioning/systematic desensitization

A

pair phobia with relaxation technique and go slowly

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25
Q

Conditioned aversion

A

Gets rid of addiction, paired with something unpleasant

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26
Q

Token economy

A

give token for good behavior

Take tokens for bad behavior

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27
Q

Contingency Management

A

General name for therapies that attempt to change the client’s behavior by altering the consequences of the behavior

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28
Q

Behavioral Contract

A

written agreement that explicitly states the consequences of certain acts; useful in resolving interpersonal conflicts

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29
Q

Time-out

A

Removing client from the potentially reinforcing situation before he can receive reinforcement for the undesirable behavior

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30
Q

Premack principle

A

Using a more preferred activity to reinforce less preferred activity

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31
Q

Thorndike’s law of effect and how he proved it with a cat

A

puzzle box. once the cat hits the lever, he can go out the box. this is trial-and-error learning.

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32
Q

Kohler’s insight proven with chimp

A

food out of reach, come up with new novel way to get it

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33
Q

Tolman’s cognitive map with rats

A

animals can map out visual space

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34
Q

Different species having different predisposition to learn different things different ways this is

A

biological constraints

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35
Q

Garcia effect

A

preparedness:
classical conditioning works with what we expect
nausea = bad food
shock = machine

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36
Q

Breland’s raccoon and instinctual drift

A

instinctual ways of behaving can override behaviors learned by operant conditioning

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37
Q

Bandura’s vicarious reinforcement

A

Bobo doll

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38
Q

Ethology

A

study of animal behavior under natural conditions

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39
Q

Who brought experimental methods into ethology?

A

Niko Tinbergen

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40
Q

Fixed action pattern (FAP)

A

Stereotyped behavior sequence that does not have to be learned by the animal

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41
Q

Sign Stimuli

A

Features of a stimulus sufficient to bring about a particular FAP

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42
Q

Releaser

A

sign stimulus that triggers social behaviors between animals

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43
Q

Supernormal stimulus

A

model more effective at triggering a FAP than the actual sign stimulus found in nature

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44
Q

Innate releasing mechanism (IRM)

A

mechanism in the animal’s nervous system that connects sign stimuli with the correct FAPs

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45
Q

Reproductive isolating mechanisms

A

behaviors that prevent animals of one species from attempting to mate with animals of closely related species

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46
Q

Karl von Frisch’s bees

A

dance to show where hives are

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47
Q

Reproductive Fitness

A

takes into account the number of offspring that live to be old enough to reproduce

48
Q

Inclusive fitness

A

takes into account the number of offspring that live to be old enough to reproduce AND number of other relatives who live to reproductive ages

49
Q

Wilson’s sociobiology

A

how social behaviors increase fitness

50
Q

Titchener’s structuralism’s goal was to

A

break consciousness down to the elements/mental structures

51
Q

Hermann Ebbinghaus’ nonsense syllables

Method of savings

A

Method of savings- after memorizing the initial list, number of times he had to read the list in order to rememorize it.

Forgetting curve

52
Q

Encoding

A

putting info in memory

53
Q

Storage

A

retaining info in memory

54
Q

retrieval

A

recovering info from memory

55
Q

Recall vs. Recognition

A

recall: fill in the blank
Recognition: MC

56
Q

Generation-recognition

A

you can recognize more than you recall, recall require that and more

57
Q

Recency

A

words at end of list remembered best

58
Q

primacy

A

words at beginning of list remembered second best

59
Q

Clustering

A

people tend to recall words in same category

60
Q

Iconic memory

A

visual

61
Q

Echoic memory

A

auditory

62
Q

whole report procedure

A

flash an image, just start reporting randomly how much you saw. 4/9

63
Q

Sperling’s partial report procedure

A

flash 9 images, ask later a certain row of 3, you can remember all of them because memory takes time to decay.

64
Q

Short term memory (Working memory)

A

Sensory info we attend to
how long it stays depends on what we do with it
maintenance rehearsal can keep it there for a while (repeating info)

Miller’s chunks are helpful

65
Q

Long term memory

A

elaborative rehearsal, associate with other information you already have in there. Organize and sort material.

66
Q

Type of long term: procedural

A

remember how to do things

67
Q

type of long term: declarative

A

explicit info

68
Q

Declarative 1: Semantic

A

general knowledge

69
Q

Declarative 2: episodic

A

memories for particular events/episodes that you have personally experienced

70
Q

Semantic priming

A

pairs of words, press button if related. doctor-nurse button press faster than nurse-butter.

71
Q

Short term encoding of verbal material likely based on

A

phonology

72
Q

long term encoding of verbal material likely based on

A

meaning

73
Q

Memory: semantic verification task

A

indicate if statement true or false.
Response latency = response time
pattern o latencies provide info on how semantic knowledge is stored in memory

74
Q

Collins/Loftus Spreading activation model

A

connection map, less distance between too words, the more related they are

75
Q

Smith/Rips/Shoben’s semantic feature comparison model

A

semantic memory contains feature lists of concepts; key is overlap in feature lists of concepts
ex: robin is a bird vs. turkey is a bird

76
Q

Craik/lockhart’s depth of processing/levels theory

A

1) physical visual focus on appearance, size, shape of info
2) acoustical, focus on sound combinations words have
3) semantic, focus on meaning of the word
more mental effort = better memory

77
Q

Paivio’s dual-code hypothesis

A

info stated visually (concrete info, like elephant)

info stored verbally (abstract, like hope)

78
Q

Schema

A

conceptual frameworks used to organize knowledge

79
Q

If info in long term memory is not used/rehearsed, it will be forgotten, time elapsed makes no difference. What is the theory?

A

Decay theory

80
Q

Proactive inhibition

A

what you learned earlier interferes with what you learn later

ex: French as 2nd language, harder to learn Spanish

81
Q

Retroactive inhibition

A

you forget what you learned earlier as you learn something new.

82
Q

encoding specificity

A

assumption that recall will be best if the context at recall approximates the context during the original encoding

83
Q

State-dependent learning

A

recall will be better if psychological/physical state at time of recall is same as state when you memorized the material.

84
Q

Method of loci

A

system of associating information with some sequence of places with which you are familiar.

85
Q

Sir Frederick Barlett’s reconstructive memory

A

people retell story in line with their culture, expectations, and schema

86
Q

Elizabeth Loftus’ eyewitness memory

A

found errors of eyewitness accounts

87
Q

Zeigarnik effect (I struggle)

A

easier to remember incomplete tasks better then completed tasks.

88
Q

Mental set

A

tendency to repeat solutions that worked in other situations

89
Q

Functional fixedness

A

Can’t use familiar object in unfamiliar way

90
Q

Creativity test: Guilford’s test of divergent thinking

A

finding new novel ways to use stuff

91
Q

Heuristics

A

shortcuts/rules of thumb used to make decisions

92
Q

availability heuristics

A

used when trying to decide how likely something is (can we think of times when it has happened)

93
Q

Representative heuristic

A

categorizes things based on whether they fit prototypical, stereotypical, or representative image of the category

94
Q

Using prototypical/stereotypical factors rather than actual numerical information about which category is more numerous is

A

base-rate fallacy

ignore numerical info when categorizing

95
Q

Phonemes

A

smallest SOUND units of language

96
Q

Morphemes

A

smallest units of MEANING in language

97
Q

Semantics

A

meaning of words/sentences

98
Q

Syntax

A

grammatical arrangement of words in sentences

99
Q

Learning theory of language

A

language acquired by classical condition

100
Q

Cognitive developmental theory of language

A

child’s capacity of symbolic thought

101
Q

Chomsky’s nativist theory of language

A

Language acquisition device (LAD)

built-in advanced knowledge of rule structures in language

102
Q

Surface structure

A

actual order of words in sentence

103
Q

deep structure

A

underlying form the specifies the meaning of sentence

104
Q

Transformational rules

A

tell us how we can change from one sentences form to another (from sentence in the active voice to a sentence in the passive voice)

105
Q

Whorfian hypothesis

A

linguistic relativity: our perception of reality based on language

ex: different words for love, better at discriminating between different feelings of love

106
Q

Spearman suggested individual differences in intelligence are largely due to variations in amount of

A

general “g”

”s” is factor that describes individual differences in performing specific tasks

107
Q

Louis Thurstone: identified 7 abilities

A

primary mental abilities

108
Q

Sternberg’s triarchic theory

A

3 intelligence aspects

1) componential (tests)
2) experiential (creative)
3) contextual (street smarts/business)

109
Q

Howard Gardner’s theory

A

multiple intelligences

7 categories

110
Q

Who came up with crystal and fluid?

A

Raymond Catell

111
Q

Fluid intelligence

A

ability to quickly grasp relationships in novel situations and make correct deductions

decreases with age

112
Q

Crystallized intelligence

A

solve problems that depend on previously learned knowledge.

increases throughout lifespan

113
Q

Arthur Jensen

A

prominent educational psychologist who studied intelligence. Said IQ was genetic. Also super racist. :(

114
Q

Who published a book about parallel distributed processing (PDP) proposing that info is distributed across brain/done in parallel fashion?

A

McClelland and Rumelhart

115
Q

Metacognition/metamemory

A

refer to a person’s ability to think about and monitor cognition and memory

GRE Psychology (7 decks)

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