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Psyc 101 > Exam 2 > Flashcards

Exam 2 Flashcards

0
Q

State in which thoughts, feelings, and sensations are clear, organized, and the person feels alert

A

Waking Consciousness

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1
Q

A person’s awareness of everything that is going on around him/her at any given moment, which is used to organize behavior

A

Consciousness

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2
Q

State in which there is a shift in the quality of pattern of mental activity as compared to waking consciousness

A

Altered State of Consciousness

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3
Q

Any significant loss of sleep, resulting in problems in concentration and irritability

A

Sleep Deprivation

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4
Q

Brief side-steps into sleep lasting only a few seconds

A

Microsleeps

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5
Q

Stage of sleep in which the eyes move rapidly under the eyelids and the person is typically experiencing a dream. Muscles are inhibited

A

REM Sleep

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6
Q

Any of the sleep stages that do not include REM. Four stages

A

Non-REM Sleep

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7
Q

Light sleep. If awakened person probably won’t know they were asleep. May experience hallucinations or hypnic jerk. Theta waves increase, alpha waves fade away

A

Stage One non-REM

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8
Q

believed to do with our ancestors sleeping in trees. Body jerks awake to prevent the “fall” from the hypothetical tree

A

Hypnic jerk

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9
Q

Experts believe people’s experiences of ghostly visits, alien abductions, and near-death experiences may be explained by hallucinations

A

Hynagogic Images (Hallucinations)

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10
Q

Body temp decreases, heart rate decreases, breathing more shallow, irregular EEG shows first signs of sleep spindles. Theta waves more predominant. If awakened, person is aware of being sleep

A

Stage Two non-REM

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11
Q

Delta waves make up only 20%-50% of brain wave pattern

A

Stage Three non-REM

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12
Q

Brief burst of activity lasting only a second or two

A

Sleep Spindles

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13
Q

Long, slow waves that indicate the deepest stage of sleep

A

Delta Waves

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14
Q

Delta waves are above 50%. The deepest stage of sleep. Growth hormones are released from pituitary gland. Body at lowest level of function. Hard to awaken. Confused and disoriented temporarily if awakened

A

Stage Four non-REM

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15
Q

The Cycle of Sleep

A

After spending time in stage 4, body goes back up thru stages 3,2,& then into a stage which temp rises to near waking levels, eyes move more rapidly, hearty beat increases, brain waves resemble beta waves(awake). If awakened, dreaming is reported

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16
Q

Occurring during deep sleep. More common in childhood, more often I boys than girls

A

Sleepwalking (somnambulism)

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17
Q

Relatively rare. More likely during childhood. Person experience extreme fear and acts it out during deep sleep without waking fully

A

Night Terrors

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18
Q

Bad dreams occurring during REM, usually vividly remembered immediately upon waking

A

Nightmares

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19
Q

Inability to get sleep, stay asleep, or get a good quality of sleep

A

Insomnia

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20
Q

Disorder in which the person stops breatHing nearly half a minute or more

A

Sleep Apnea

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21
Q

Sleep seizure. Sleep disorder in which a person falls immediately into REM sleep during the day without warning

A

Narcolepsy

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22
Q

Learning tip make an involuntary (reflex) response to a stimulus other than the original, natural stimulus that normally produces the reflex

A

Classical Conditioning

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23
Q

Any object, event, or experience that causes a response

A

Stimulus

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24
Q

The reaction of an organism

A

Response

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25
Q

An involuntary response, not under personal control or choice

A

Reflex

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26
Q

A naturally occurring stimulus that leads to an involuntary (reflex) response

A

Unconditioned Stimulus

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27
Q

A involuntary (reflex) response to a naturally occurring or unconditioned stimulus

A

Unconditioned Response

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28
Q

Stimulus that has no effect on the desired response

A

Neutral Stimulus

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29
Q

Stimulus that becomes able to produce a learned reflex response by being paired with the original UCS

A

Conditioned Stimulus

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30
Q

Learned reflex response to a conditioned stimulus

A

Conditioned response

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31
Q

The tendency to respond to a stimulus that is only similar to the original CS with the CR

A

Stimulus Generalization

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32
Q

Tendency to stop making a generalized response to a stimulus that it’s similar to the original CS because the similar stimulus is never paired with the UCS

A

Stimulus discrimination

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33
Q

Disappearance/weakening of a learned response following the removal/absence of the UCS (in classical conditioning) our removal of a reinforcer (in operant conditioning)

A

Extinction

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34
Q

The reappearance of a learned response after extinction has occurred

A

Spontaneous Recovery

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35
Q

Occurs when a strong conditioned stimulus is paired with a neutral stimulus, causing the NS to become a second CS

A

High-order Conditioning

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36
Q

Emotional response that had become classically conditioned to occur to learned stimuli

A

Conditioned Emotional Response

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37
Q

Conducted little Albert experiment in 1920

A

John Watson

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38
Q

The learning of voluntary behavior through the effects of pleasant and unpleasant consequences to responses. Founded by B.F. Skinner

A

Operant Conditioning

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39
Q

Any event or stimulus, that when following a response, increases the probability that the response will occur again

A

Reinforcement

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40
Q

The reinforcement of a response by the addition or experiencing of a pleasurable stimulus

A

Positive Reinforcement

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41
Q

The reinforcement of a response by the removal, escape from, or avoidance of a unpleasant stimulus

A

Negative Reinforcement

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42
Q

Any event or object that, when following a response, makes that response less likely to happen again

A

Punishment

43
Q

The reinforcement of simple steps in behavior that lead to a desired, more complex behavior

A

Shaping

44
Q

Reinforcement after each and every correct response

A

Continuous Reinforcement

45
Q

Reinforcement after some, but not all, correct responses

A

Partial reinforcement

46
Q

The tendency for a response that is reinforced after some, but not all, correct responses to be very resistant to extinction

A

Partial reinforcement effect

47
Q

Schedule of reinforcement in which the interval of time must pass before reinforcement becomes possible is always the same

A

Fixed Interval Schedule of Reinforcement

48
Q

Schedule of reinforcement in which the interval of time that must pass before reinforcement becomes possible is different for each trial or event

A

Variable Interval Schedule of Reinforcement

49
Q

Schedule of reinforcement in which the number of responses required for reinforcement is always the same

A

Fixed Ratio Schedule of Reinforcement

50
Q

Schedule of reinforcement in which the number of responses required for reinforcement is different for each trial or event

A

Variable Ratio Schedule of Reinforcement

51
Q

The tendency to fail to act to escape from a situation because of a history of repeated failures in the past

A

Learned Helplessness

52
Q

Learning new behavior by watching a model perform that behavior

A

Observational Learning

53
Q

The doll was used to demonstrate the impact of observing an adult model performing aggressive behavior on the later aggressive behavior of the children

A

The Bobo Doll Study

54
Q

An active system that receives info from the senses, puts that info into a usable form, organizes it as it does it away, and then retrieves the info from storage

A

Memory

55
Q

Process of memory. The set of mental operations that ppl perform on sensory info to convert that info into a form that is usable in the brain’s storage system

A

Encoding

56
Q

Process of memory. Holding onto info for some period of time

A

Storage

57
Q

Process of memory. Getting info that is in storage into a form that can be used

A

Retrieval

58
Q

Model of memory that assumes the processing of info for memory storage is similar to the way a computer process memory in a series of 3 stages

A

Information Processing Model

59
Q

The very first stage of memory, the point at which info enters the nervous system thru the sensory system

A

Sensory Memory

60
Q

Visual sensory memory, last only a fraction of a second

A

Iconic Sensory Memory

61
Q

The ability to access a visual memory for 30 seconds or more, referred to as photographic memory

A

Eidetic Imagery

62
Q

The brief memory of something a person just heard

A

Echoic Sensory Memory

63
Q

The memory system in which info is held for brief periods of time while being used

A

Short Term Memory

64
Q

The ability to focus on only one stimulus from all sensory input

A

Selective Attention

65
Q

A series of numbers is read tip subjects in the study who are asked to recall the numbers in order. Each series gets longer, until the subjects cannot recall any of the numbers in order

A

Digit Span Test

66
Q

Combining info into meaningful units or chunks so more info can be stored in the STM

A

Chunking

67
Q

Practice of repeating info to be remembered in one’s head in order to maintain it in STM

A

Maintenance Rehearsal

68
Q

The system of memory into which all info is placed top be kept more or less permanently

A

Long Term Memory

69
Q

A way of transferring info from STM into LTM by making that info meaningful in some way

A

Elaborative Rehearsal

70
Q

Type of LTM including memories for skills, procedures, habits, and conditioned responses. Memories are not conscious but are implied to exist because they affect conscious behavior

A

Procedural LTM

71
Q

Type of LTM containing info that is conscious and known

A

Declarative LTM

72
Q

Type of declarative memory containing general knowledge, such as knowledge of language and info learned in formal education

A

Semantic Memory

73
Q

Type of declarative memory containing personal info not readily available to others, such as daily activities and events

A

Episodic Memory

74
Q

Tendency of info at the beginning and end of a body of info to be remembered more accurately than info in the middle of the body of info

A

Serial Position Effect

75
Q

The tendency of misleading info presented after an event to alter memories of the event itself

A

Misinformation Effect

76
Q

Pezdek&Hodge 1999. Children read 5 different summaries off childhood events. 2 were false. 1 of the false was plausible. Found children were less likely to form a false memory for an implausible false event than for a plausible false event

A

Children and false memories

77
Q

Steps to believe false memories are true

A
  1. The event must be made top seem as plausible as possible

2. Individuals are given info that helps them to believe that the event could have happened to them personally

78
Q

Ebbinghaus and the Forgetting Curve

A

Forgetting happens very fast within the first hour after learning, then tapers off gradually

79
Q

Spacing the study of material to be remembered by including breaks between study periods

A

Distributed Practice

80
Q

Failure to process sensory info into memory

A

Encoding Failure

81
Q

Physical change in the brain that occurs when a memory is formed

A

Memory Trace

82
Q

Loss of memory due to passage of time, during which memory is not used

A

Decay

83
Q

Another name for decay

A

Disuse

84
Q

Memory problem that occurs when older info prevents or interferes with the learning or retrieval of newer info

A

Proactive Interference

85
Q

Memory problems that occur when newer info prevents or interferes with the retrieval of older info

A

Retroactive Interference

86
Q

Development of thinking, problem solving, and memory

A

Cognitive Development

87
Q

Piaget’s Theory infancy and childhood cognitive development

A

Believed that children form mental concepts or schemes as they experience new situations and events

88
Q

Piaget’s first stage. Infant uses its senses and motor abilities to interact with objects in the environment. Birth to age 2

A

Sensorimotor stage

89
Q

The knowledge that an objects exists even when it’s not in sight. Birth to age 2

A

Object Permanence

90
Q

Piaget’s second stage. Preschool child learns to use language to explore the world. 2-7 years old

A

Preoperational Stage

91
Q

The inability to see the world through anyone else’s eyes. 2-7 years old

A

Egocentrism

92
Q

Focusing on only one feature of a object rather than taking all features in consideration. Age 2-7

A

Centration

93
Q

The ability to understand that altering the appearance of something does not changes its amount, its volume, or its mass. Ages 2-7

A

Conservation

94
Q

Piaget’s third stage. School aged children capable of logical thought processes but not abstract thinking. Age 7-12

A

Concrete Operational Stage

95
Q

Piaget’s last stage. Adolescent becomes capable of abstract thinking. Age 12- adulthood

A

Formal Operational Stage

96
Q

Kygotsky’s Theory

A

Believed that children develop cognitively when someone else helps them by asking questions and providing examples of concepts

97
Q

Process in which a more skilled learner gives help to a less skilled learner, reducing the amount of help as the learner becomes more capable

A

Scaffolding

98
Q

The difference between what a child can do alone and what that child can do with the help of a teacher

A

Zone of Proximal Development

99
Q

The seeming attachment of the monkeys to something soft to touch. Harry Harlow rhesus monkey experiment

A

Contact comfort

100
Q

The emotional bond between a infant and the primary caregiver

A

Attachment

101
Q

Believed that development occurred in 8 stages. Each stage is an emotional crisis and the crisis must be met successfully for normal, healthy psychological development

A

Eriksons theory

102
Q

First stage of Erikson’s theory. Babies must learn to trust or mistrust others based on whether or not their needs are met

A

Trust vs Mistrust

103
Q

Adolescents believe themselves to be unique and protected from harm

A

The Personal Fable

104
Q

Adolescents believe that other ppl are just as concerned about their thoughts and characteristics as they are themselves

A

The Imaginary Audience

105
Q

Stage of personality development in which the adolescent must find a consistent sense of self. Erikson’s stage for adolescence

A

Identity vs Role Confusion

106
Q

Erikson’s last stage. If ppl look back and feel their lives were relatively full and are able to let go of regrets, they have a feeling of ego integrity. If there are many regrets and unfinished business, they feel despair

A

Ego Integrity vs Despair

Psyc 101 (4 decks)

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