Exam 2 Flashcards
1
Q
Behaviorism
A
a theory of learning that that focuses on observations of behavior
2
Q
classical conditioning
A
organisms learn association between 2 stimuli, as a result the organism anticipates an event
3
Q
Operant conditioning
A
learn association through behavior and consequence
-learn to increase behaviors associated with reward
4
Q
Observational learning
A
when a behavior is observed, then imitated
5
Q
unconditioned stimulus (US)
A
is a stimulus that produces a response without prior learning; food was the US in Pavlov’s experiments.
6
Q
unconditioned response (UR)
A
is an unlearned reaction that is automatically elicited by the US.
7
Q
conditioned stimulus (CS)
A
is a previously neutral stimulus that eventually elicits a conditioned response after being paired with the unconditioned stimulus.
8
Q
conditioned response (CR)
A
is the learned response to the conditioned stimulus that occurs after CS–US pairing
9
Q
Acquisition
A
is the initial learning of the connection between the US and CS when these two stimuli are paired
- bell and food - sugar water and peppermint smell - during acquisition the CS is repeatedly present after the US, eventually the CS will produce the responce
10
Q
Generalization
A
in classical conditioning is the tendency of a new stimulus that is similar to the original conditioned stimulus to elicit a response that is similar to the conditioned response
11
Q
Discrimination
A
in classical conditioning is the process of learning to respond to certain stimuli and not others
12
Q
Extinction
A
in classical conditioning is the weakening of the conditioned response when the unconditioned stimulus is absent
13
Q
TASTE AVERSION LEARNING
A
-sushi and jazz example
14
Q
Shaping
A
Rewarding successive approximations of a desired behavior
Rewards for every step closer to the goal even when not achieved
15
Q
Positive Reinforcement
A
frequency of a behavior increases because it is followed by
something that increases the likelihood the behavior will be repeated
16
Q
Negative Reinforcement
A
Nagging example (dad’s nagging is unpleasant reinforcement)
Even though the enforcement is negative, it still increases the likelihood of a behavior
17
Q
Primary Reinforcer
A
is innately satisfying; does not require any learning on the organisms part to make it pleasurable
Ex. Food, Water, Sexual Satisfaction
18
Q
Secondary Reinforcer
A
Acquires positive value through experience. A learned or conditioned behavior.
19
Q
Schedules of Reinforcement
A
Specific patterns that determine when a behavior is reinforced Fixed Ratio Variable Ratio Fixed Interval Variable Interval
20
Q
Ratio Schedules
A
involve the number of behaviors that must be performed prior to reward
21
Q
Interval Schedules
A
involve the amount of time that must pass before behavior is rewarded
22
Q
Punishment
A
A consequence that decreases the likelihood of a behavior
Ex. Playing with matches and getting burned
23
Q
Positive Punishment
A
a behavior decreases when it is followed by a stimulus
Ex. Getting scolded or forced to run laps
24
Q
Negative Punishment
A
a behavior decreases when stimulus is removed
Ex. Isolation
25
Encoding
The process by which information gets into memory storage
26
Elaboration
Elaboration: The formation of a number of different connections around a stimulus at any given level of memory
Ex. Like creating a spider web of links between information
27
Atkins-shiffrin theory
memory storage involves 3 systems
- Sensory memory- fraction of a second to several seconds
- short term memory- up to 30 seconds
- long term memory- up to a life time
28
Average capacity of short term memory
7 plus or minus 2
29
Chunking
Chunking involves grouping or “packing” information that exceeds the 7 ± 2 memory span into higher-order units that can be remembered as single units.
30
Implicit memory
(non-declarative) remembers non conscious skills and sensory perceptions. “how”
31
Explicit memory-
(declarative) Recollection of information specific to facts and events. (who, what, when, where, and why) can be verbally communicated
32
Episodic memory
the retention of information about “when, where, and what” of life events ex, where you were when your sibling was born
33
Semantic memory
is a person’s knowledge about the world. It includes one’s areas of expertise, general knowledge of the sort learned in school, and everyday knowledge about the meanings of words, famous individuals, important places, and common things. For example, semantic memory is involved in a person’s knowledge of chess, of geometry, and of who the Dalai Lama, LeBron James, and Lady Gaga are.
34
Recognition
is a memory task in which the individual only has to identify (recognize) learned items, as on multiple-choice tests. Recall tests such as essay tests have poor retrieval cues.
35
Recall
is a memory task in which the individual has to retrieve previously learned information
36
Retrograde amnesia
memory loss that affects the past
37
Anterograde amnesia
memory disorder that affects the retention of new information and events
38
Intelligence
as an all-purpose ability to do well on cognitive tasks, to solve problems, and to learn from experience.
39
Reliability
the extent to which a test yields a consistent reproducible measure of performance
40
Validity
the extent to which a test measures what it is intended to measure
41
Standardization
developing uniform procedures for administering and scoring a test
42
Stanford binet intelligence quotient
mental age/actual age X 100
43
Normal distribution
a symmetrical bell-shaped curve with the majority of scores falling in the middle and extremes towards the outer edges
44
Gifted cut off score
130 and above
45
Disabled cut off score
70 and below
46
Gartners theory of intelligence- “9 frames of mind”
```
Verbal
Mathematical
Spacial
Bodily-kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Existentialism
```
47
Sternberg's triarchic theory of intelligence
- anylitical intelligence- ability to analyze, judge, evaluate, compare and contrast
- creative intelligence ability to create, design, innovate, originate, and imagine
- practical intelligence ability to use, apply, implement, and put ideas to practice
48
Nature
a persons biological inheritance, especially their genes
49
Nurture
a person environmental and social experiences
50
Development from fetus to zygot in 3 periods
- germinal
- embryonic
- fetal
51
Germinal period
1-2 weeks
- after one week the zygote is made of 100-150 cells.
- by week 2 the mass of cells as attached to the side of the uterine wall
52
Embryonic period
3-8 weeks
- organs develop
- spinal chord is formed
- heart beat
- arms and legs become differentiated
- face
53
Fetal period
```
2-9 months
At 2 months size of kidney bean
Month 4 fetus is 5 inches long
Month 6 fetus is 1.5 lbs
Organ function increases till birth
```
54
Teratogen
any agent that causes birth defects
- smoking
- substance abuse
- -drinking
55
Preferential looking
involves giving the infant a choice of what object to look at
- prefer to look at faces
- attractive over unattractive
- mothers of strangers
56
Puberty
a period of rapid skeletal and sexual maturation
| -changes for girls happen 2 years earlier than boys
57
Amygdala
involved in emotion/instinctual reactions
58
Pre-frontal cortex
cognitive decision making/problem solving and judgment
- limbic system matures much earlier then the prefrontal cortex
- could explain strong emotional responses and reward seeking in adolescents
- lack of control over emotions
- increased risk taking
59
Assimilation
individuals incorporate new information into existing schemas
- faced with new experiences the person applies old ways of doing things
- toddlers sucking on all new things
- toddlers calling all animals doggies
60
Accommodation
individuals change their schema in response to new experiences
-toddler learning not all animals are doggies
61
4 stages of cognitive developments
- sensorimotor stage
- preoperational stage
- Concrete operational stage
- formal operational stag
62
Sensorimotor stage
birth - 2 yrs
| -infants construct an understanding of the world by coordinating sensory experiences with motor actions
63
Pre-operational stage
age 2-7
- Children begin to represent their world with words, images, drawings and thoughts
- begin to exceed simple connections of sensorimotor information and physical action
64
Concrete operational stage
7-11
- involves using operations and replacing intuitive reasoning with logical reasoning in concrete situations
- can imagine a reverse operation (beaker example)
65
Formal operational stage
11-15 continues through adulthood
- thought is more abstract and logical than concrete stage
- includes thinking about things that are not concrete, making predictions and using logic to come up with a hypothesis of the future
66
Conservation
a belief in the permanence of certain attributes of objects, despite superficial changes
67
Adolescent egocentrism
the belief that all others are as preoccupied with the adolescent as he or she is, that one is unique and that one is invincible Ex boy at the mall thinking everyone is looking at his hair
68
Eriksons 8 stages of socioemotional development
- Trust vs Mistrust
- Autonomy vs Shame and doubt
- Initiative vs Guilt
- Industry vs Inferiority
- Identity vs identity confusion
- intimacy vs isolation
- generativity vs stagnation
- integrity vs despair
69
Trust vs mistrust
birth - 1.5 yrs
| -sense of trust requires a feeling of physical comfort. Infants basic needs are met my responsive, sensitive caregivers
70
Autonomy vs shame and doubt
1.5-3 yrs
| Assert sense of independence, realize they have will
71
Initiative vs guilt
3-5
| Develop more purposeful behavior feel irresponsible and guilty if they do not take on more responsibility
72
Industry vs inferiority
6-puberty
Children enter school and gain competency in academic skill
Find that it is time to get to work and learn/achive
73
Identity vs confusion
10-20yrs
| Faced with finding out who they are and what they are all about. Exploration if alternative solutions to roles
74
Intimacy vs isolation
20-30yrs
| Faced with the task for forming intimate relationships with others
75
Generativity vs stagnation
Generativity vs stagnation 40-50yrs
| Chief concern is to assist the younger generation
76
Integrity vs despair
60-on
Look back and evaluate what they have done with their lives
77
Authoritarian parenting
strict, punitive style
Firmly limit and control the child with little verbal exchange
-children sometimes lack social skills, show poor initiative and compare themselves to others
78
Authoritative parenting
encourage child to be independent but still places limits and controls on behavior
79
5 features of emerging adulthood
Identity exploration, Instability, Self focus, feeling “in-between”, The age of possibilities
80
Motivation
the force that moves people to behave, think, and feel the way they do
-behavior is directed, energized, and sustained
81
Need
a physical or biological deprivation that energises the drive to eliminate or reduce the deprivation (physiological state)
82
Drive
is an aroused state that occurs because of a psychological need (psychological state)
83
Drive reduction theory
as a drive becomes stronger we are motivated to reduce it.
| -goal of drive reduction is homeostasis
84
Homeostasis
the body's tendency to maintain equilibrium
85
Optimum arousal theory
the yerks-dodson law
| Performance is best under moderate arousal
86
Insulin
complex carbs rise and fall gradually, candy rise and fall sharply. You are more likely to eat again after eating simple sugars than complex sugars
87
Leptin
released by fat cells, decreases food intake and increases metabolism
88
Lateral hypothalamus
lateral (outer parts)involved in stimulating eating (when stimulated, uncontrollable eating occurs)
89
Ventromedial hypothalamus
(inner location) involved in reducing hunger and restricting eating (when stimulated animal does not eat, even when starved)
90
Estrogens-
predominant in females, produced in ovaries
91
Androgens-
such as testosterone, predominant in males, produced in testes and adrenal glands in men and women
92
Refractory period
period in which males cannot have another orgasm
93
Intrinsic motivation
based on internal factors such as organismic needs (competency, relatedness, autonomy)
94
Extrinsic motivation
external incentives such as reward or punishment
95
James-lang theory
emotion results from physiological states, triggered by stimuli in an environment
96
Cannon-bard theory
proposes that emotion and physiological reactions occur simultaneously
