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PSY 100 > EXAM 2 > Flashcards

EXAM 2 Flashcards

1
Q

What are B.F. Skinner’s 3 Questions

A
  1. How can we more carefully measure the effect of consequences on chosen behavior?
  2. What else can creatures be taught to do by controlling consequences?
  3. What happens when we change the timing of reinforcement?
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2
Q

Reward successive approximations

A

Rewarding behaviors even closer to what you want

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3
Q

Positive reinforcement

A

Adding a desirable stimulus

(pet a dog that comes when you call it; pay someone for work done)

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4
Q

Negative reinforcement

A

Remove an aversive stimulus

(take painkillers to end the pain; fasten seatbelt to stop loud beeping)

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5
Q

Fixed ratio

A

Every so many; reinforcement after every nth behavior

(Rat gets food every 3rd time it pressed the lever)
(Buy 8 pizzas, get the next one free)
(Getting paid for every 10 boxes you make)

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6
Q

Variable ratio

A

Reinforcement after a random number of behaviors

(Hitting a jackpot sometimes on the slot machine)
(Kid has tantrum, parents sometimes give in)

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7
Q

Fixed interval

A

Every so often; reinforcement for behavior after a fixed time

(Getting paid weekly no matter how much work is done)
(Repeatedly checking mail until paycheck arrivals)

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8
Q

Variable interval

A

Unpredictably often; reinforcement for behavior after a random amount of time

(Checking cell phone all day; sometimes getting a text)
(Winning sometimes on the lottery you play once a day)

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9
Q

When are response rates most consistent?

A

Variable

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10
Q

When are response rates highest?

A

Ratio

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11
Q

Positive punishment

A

Administer an aversive stimulus

(Spray water on a barking dog; give a traffic ticket for speeding)

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12
Q

Negative punishment

A

Withdraw a rewarding stimulus

(Take away a misbehaving teen’s driving privileges; revoke a rude person’s chat room access)

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13
Q

What type of punishment is more effective than threats of severe punishment?

A

Swift and sure

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14
Q

What are some examples of operant conditioning?

A

School: Online quizzes
Sports: Reinforcing small wins and then making the challenger harder / Start learning to shoot a basketball very close to hoop and slowly move back
Work: Rewards for a job well done
Parenting: Reinforce good behavior, explain bad behavior and redirect

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15
Q

How do you change your behavior?

A
  1. State a realistic goal in measurable terms & announce it
  2. Decide how, when, and where
  3. Monitor how often you will engage
  4. Reinforce the desired behavior
  5. Reduce the rewards gradually
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16
Q

What are some examples of aversion?

A

When you eat bad food (more likely to develop aversion to bad food you ate in general, not the place you ate it from)

Instead of killing wolves, it works to feed the lamb laced with poison so the wolves develop aversion to sheep

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17
Q

Expectancy

A

The likeliness something will occur

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18
Q

What is observational learning (social learning)?

A

Modeling

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19
Q

Bobo Doll experiment

A

Children are able to learn social behavior such as aggression through the process of observation learning

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20
Q

Imitation

A

Children will over-imitate irrelevant actions
(stroking jar with feather before opening)

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21
Q

Prosocial behaviors

A

Viewing prosocial TV, movies, and video games boosts behavior

Morality can be modeled

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22
Q

Recall

A

Measure of memory

(fill in the blanks)

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23
Q

Recognition

A

Measure of memory

(multiple choice)

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24
Q

What are the 2 measures of memory?

A

Recall and recognition

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25
Q

Relearning

A

Time saved when learning something again

(we remember more than we can recall)

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26
Q

Encoding

A

Getting info INTO brain

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27
Q

Storage

A

Memory stays OVER TIME

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28
Q

Retrieval

A

Getting info OUT of brain

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29
Q

What is the order of memory retrieval?

A
  1. Sensory input
  2. Sensory memory
  3. Encoding
  4. Working/short term memory
  5. Encoding
  6. Long-term memory storage
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30
Q

Chunking

A

Familiar manageable units (automatic)

(the way we memories phone number)

31
Q

Mnemonics

A

Way to remember (PEMDAS)

32
Q

Hierarchies

A

Dividing info based on topic and getting increasingly more specific

(like a chart/tree)

33
Q

Level of Processing: Shallow

A

Encoding on a basic level based on structure or appearance

34
Q

Level of Processing: Deep

A

Encoding semantically based on meaning (yields better retentions)

35
Q

What are the levels of processing?

A
  1. Structural (shallow): What does the word look like?
  2. Phonetic: What does the word sound like?
  3. Semantic (deep): What does the word mean?
36
Q

Karl Spencer Lashley

A

Studied rat learning via mazes

Learned that only large lesions produced deficits
Deficits were similar no matter where the lesion occurred

37
Q

How do we retrieve memories?

A

Brain regions send info to PFC (working memory)

38
Q

What lobe is used to recall a password?

A

Left frontal lobe

39
Q

What lobe is used to recall a visual party scene

A

Right frontal lobe

40
Q

What is included in the EXPLICIT memory system?

A

Frontal lobes and hippocampus
Semantic or episodic
Memory consolidation

41
Q

Memory consolidation

A

Neural storage of long term memories
Happens during sleep

42
Q

Spacing studying

A

More chances for sleep to consolidate memories

43
Q

What is included in the IMPLICIT memory system?

A

Cerebellum (forms and stores, conditioned reflexes)
Basal ganglia (procedural memories, receives info but doesn’t send)
Skills and newly conditioned associations

44
Q

Synaptic changes

A

Experiences and learning increases the number of synapses (cell connections) in the brain

45
Q

Long term potentiation

A

Physical basis for memory
An increase in cell firing potential after brief and rapid stimulation
You can wipe out current memories, but not old ones

46
Q

Encoding Specificity Principle

A

Cues specific to event or person will most effectively trigger your memory

47
Q

State-Dependent Memory

A

Mood impacts WHAT and HOW we remember

48
Q

Encoding failure

A

What you don’t notice

49
Q

Storage Decay

A

Memory durability
Happens rapidly then levels off over time

50
Q

Retrieval failure

A

Tip of the tongue
Stems from interference

51
Q

Source amnesia

A

Faulty memory for where, how, when, or who (specifics)
Thinking a buzz feed article is from a scientist

52
Q

True vs. false memories

A

We more easily remember the gist of things rather than the specifics
False memories are socially contagious through storytelling

53
Q

How can you improve memory?

A
  • Rehearse (spacing & testing)
  • Make it meaningful (associations)
  • Retrieval cues activate (context & state dependent)
  • Mnemonic devices
  • Minimize interferences
  • SLEEP MORE
  • Test yourself (spacing and testing)
54
Q

Prototype model

A

Instances of a concept are understood/stored as a variation of a prototype (ideal example) of that concept

Look for a “family resemblance”

Prototypes can be misleading when applied to people

55
Q

Fixation

A

Using a prior strategy only

56
Q

Functional fixedness

A

Fixated on usual functions

(the inability to realize that something known to have a particular use may also be used to perform other functions)

57
Q

Culture bias in testing

A

Raven Progressive Matrices Test
(bias reduced rather than bias free)

58
Q

Genetic influences of intelligence

A

Possibly 1000+ intelligence genes (alleles)
Heritability (group statistic)

59
Q

Environmental influences on intelligence

A

Omega 3 fatty acids
Early childhood education
Reading w/ parents

60
Q

Sternberg’s Triarchic Theory

A
  1. Analytical
  2. Creative
  3. Practical
61
Q

Analytical intelligence

A

Analyze, judge, evaluate, compare, contrast

62
Q

Creative intelligence

A

Create, design, invent, originate, imagine

63
Q

Practical intelligence

A

Use, apply, implement, put ideas into practice

64
Q

Infinite generativity

A

The ability to produce an endless number of meaningful sentences

65
Q

Semantic memory

A

Facts, knowledge, concepts

(Paris is the capital of France)

66
Q

Episodic

A

Memory for specific events

(I graduated high school in 2022)

67
Q

Implicit memory

A

Unconscious retrieval

68
Q

Explicit memory

A

Conscious retrieval

69
Q

In shaping behavior, first…

A

build on natural already existing behaviors

70
Q

Operant conditioning

A

A type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher

A reinforcer or punisher is given AFTER a behavior

71
Q

Repressed memories are…

A

highly debated

72
Q

Many convicted people based on witnesses have been cleared with

A

DNA

73
Q

Classical conditioning

A

A signal is placed BEFORE a reflex

PSY 100 (5 decks)

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