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psychology 100 > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

What is learning

A

the change in a persons/organisms behavior/thought as a result of experience.

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2
Q

Classical conditioning

A

take something neutral and pair it with something that causes a response. Neutral predicts unconditioned stimulus start responding to the previously neutral thing.

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3
Q

unconditioned stimulus

A

something in the environment that causes a natural/automatic response (meat powder)

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4
Q

unconditioned response

A

the unlearned response that occurs naturally/automatically (salivating)

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5
Q

conditioned stimulus

A

a previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response (metronome)

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6
Q

conditioned response

A

the learned response to the preciously neutral stimulus

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7
Q

phases of classical conditioning

A

acquisition, extinction, spontaneous recovery.

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8
Q

Acquisition

A

learning phase during which a conditioned response is established .

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9
Q

extinction

A

gradual reduction and eventual elimination of the conditioned response after the conditioned stimulus is presented repeatedly w/o the unconditioned stimulus

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10
Q

spontaneous recovery

A

sudden reemergence of an extinct conditioned response (often in a somewhat weaker form) after a delay in exposure to the conditioned stimulus

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11
Q

stimulus generalization

A

process by which a conditioned stimulus similar to the original conditioned stimulus elicit a conditioned response. the more similar the new CS and the old CS are, the stronger the CR

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12
Q

stimulus discrimination

A

process by which organism display a less pronounced conditioned response to conditioned stimuli that differ from the original conditioned stimulus

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13
Q

higher order conditioning

A

developing a conditioned response to a conditioned stimulus by virtue of association w/ another conditioned stimulus

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14
Q

operant conditioning

A

learning in which the consequences of the organisms behavior affect the likelihood that it’ll repeat the behavior. behavior -> consequence

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15
Q

differences between classical and operant conditioning

A

classical: behavior happens automatically. behavior doesn’t affect reward.
Operant: behavior is voluntary. reward is dependent on behavior

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16
Q

positive/negative

A

adding or subtracting after the behavior

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17
Q

reinforcement/punishment

A

increasing or decreasing the likelihood of the behavior being repeated

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18
Q

problems with punishment

A

it tells you what not to do but not what do do . can cause anxiety. can lead to subverse behaviors. may model aggressive behaviors

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19
Q

how to punish well

A

recommend a better behavior, the punishment should occur immediately after the behavior. explain why the behavior is being punished. be consistent. don’t go overboard

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20
Q

discriminative stimulus

A

stimulus that signals presence of reinforcement/punishment

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21
Q

phases of operant conditioning

A

acquisition, extinction, spontaneous recovery.

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22
Q

continuous reinforcement

A

reinforcing a behavior every time it occurs. faster learning but faster extinction

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23
Q

partial/intermittent reinforcement

A

only occasional reinforcement of a behavior

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24
Q

fixed

A

reinforced on a regular basis; predictable

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25
Q

variable

A

reinforced on a irregular basis; unpredictable. more consistent rates of responding

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26
Q

ratio

A

based on number of responses emitted

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27
Q

interval

A

based on the amount of time elapsed since the last reinforcement

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28
Q

fixed ratio

A

provide reinforcement after a regular number of responses

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29
Q

variable ratio

A

reinforcement after an unpredictable amount of responses (highest rate of behavior)

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30
Q

fixed interval

A

reinforcement of the response has been produced at least once during a specific period of time

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31
Q

variable interval

A

reinforcement for producing the response after an unpredictable unspecified amount of time

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32
Q

shaping

A

progressively reinforcing behaviors come closer and closer to the target behavior. common in animal training. reinforce all behaviors then gradually decrease it for not quite right behaviors

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33
Q

observational learning

A

learning by watching others

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34
Q

developmental psychology

A

the study of changes in the body, mind, and interpersonal interaction over the life span.

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35
Q

pasthoc fallacy

A

fuses assumption that bc one event occurred before another event, it must’ve caused it.

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36
Q

bidirectional influences

A

parents influence their kids behavior which in turn influences the parents’ behavior

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37
Q

cross sectional

A

research design that examines people of different ages at a single point in time

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38
Q

coherts effects

A

effects observed in a sample of participants that results from individuals in the same group

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39
Q

coherts effects

A

effects observed in a sample of participants that results from individuals in the same group

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40
Q

longitudinal

A

research design that examines development in the same group of people on multiple occasions over time

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41
Q

problems with longitudinal studies

A

costly, time consuming, attrition (drop outs)

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42
Q

cognitive development

A

how we acquire the ability to learn, think, and reason

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43
Q

Piaget’s theory stages

A

sensorimotor, preoperational, concrete operations,formal operations

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44
Q

sensorimotor stage

A

focus on the here and now w/o the ability to represent the experiences mentally; no thought beyond immediate physical experiences. 0-2 yrs old. main source of knowledge, thinking and experience and their physical interaction with the world

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45
Q

object permanence

A

understanding that objects continue to exist when out of view (sensorimotor stage)

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46
Q

pre-operational stage

A

the ability to use language and other symbols for real objects; able to think beyond the here and now, but egocentric and unable to perform mental transformations

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47
Q

egocentricism

A

inability to see the world from others’ perspective

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48
Q

concrete operational stage

A

ability to think logically about concrete physical objects only. ages 7-11. need physical experiences to tether mental operations. can’t do abstract thinking

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49
Q

formal operation stage

A

ability to perform hypothetical abstract reasoning. doesn’t merge until adolescence. can hypothesize outcomes, if-then statements, either- or, and thinking about abstract questions

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50
Q

problems with Piaget’s theory

A

development is more continuous rather than in stages. some of what he found appears to be due to task demands

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51
Q

theory of mind

A

understanding thoughts, feelings, intentions, and other mental activities of ourselves and others

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52
Q

stranger anxiety

A

fear of strangers. develops 8-9 months increases 12-15.

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53
Q

attachment

A

strong emotional connection we have with those to whom we feel closest.

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54
Q

how is attachment measured in 1 yr olds

A

“strange situation” being separated from parent when stranger walks in, then see how they react when parent comes back

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55
Q

types of attachment

A

secure, secure-avoident, insecure anxious, disorganized.

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56
Q

attachment styles outcomes

A

secure attachment: tends to be associated with being more well adjusted, self-reliant, helpful, happier and empathetic
insecure-anxious: associated with being disliked and mistreated by peers in childhood.

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57
Q

parenting styles

A

permissive, authoritarian, authoritative, uninvolved.

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58
Q

permissive

A

lenient. allowing kids freedom inside and outside of house

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59
Q

authoritarian

A

strict. giving little freedom. requires unquestioning obedience

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60
Q

authoritative

A

supportive of kids, set clear and firm limits, explain why rules are in place.

61
Q

outcomes authoritative parenting

A

authoritative: the best social and emotional adjustment and lowest levels of behavioral problems

62
Q

outcomes of uninvolved parents

A

they do the worst

63
Q

average expectable environment

A

environment that provide with basic needs fr affection and discipline

64
Q

types of aggression

A

overt and relational

65
Q

overt aggression

A

physical damage (or the threat of it) is the agent of harm

66
Q

relational aggression

A

damage to ones relationship (or threat of it) is the agent of harm

67
Q

gender and type of aggression

A

girls are more relational aggressive

68
Q

what predicts girls will be relationally aggressive

A

parenting styles (permissive and authoritarian). influence of friends

69
Q

self control

A

the ability to inhibit an impulse to act

70
Q

marshmallow effect

A

children at age 4 have to wait to eat their marshmallow.

71
Q

what does the marshmallow effect predict

A

predicts superior ability to cope with frustration in adolescence, SAT scores and likelihood of being overweight in adulthood

72
Q

how emotion is measured

A

free response, likert scale, behavioral observation, physiological measures

73
Q

free response

A

“please descrbe what emotions you feel when__”

74
Q

pros and cons of free response

A

pro: can report exactly how they feel
con: idk

75
Q

likert scale

A

on a scale of 1-10 how do you feel

76
Q

pros and cons of likert scale

A

cons: numbers have different meaning to different people

77
Q

behavioral observation

A

involves watching and recording the behavior of a person in typical environment

78
Q

physiological measures

A

heart rate, skin conductance, MRI, PET,

79
Q

problems with physiological measures

A

expensive and time consuming

80
Q

discrete emotions theory

A

the theory that humans experience a small number of distinct emotions that are rooted in their biology. emotions may combine in complex ways. suggests that each emotion has its own biological roots.

81
Q

support for evolutionary basis of emotion

A

some emotional expression (smiling) occur without reinforcement

82
Q

universal emotions

A

happiness, sadness, surprise, anger, disgust, contempt, fear. pride? awe?

83
Q

display rules

A

societal guidelines for how and when to express emotions. actual emotions don’t necessarily change between cultures, but display emotions may

84
Q

duchenne smile

A

real smile. upward turn of the corners of the mouth. eye crinkles

85
Q

pan am smile

A

fake smile. moves mouth but not eyes.

86
Q

emotoinal labor

A

the effort planning and control needed to express organizationally desired emotions during interpersonal transaction

87
Q

surface acting

A

display required emotions but their is no attempt to actually feel those emotions

88
Q

deep acting

A

controlling internal thoughts and feelings to meet mandated display rules

89
Q

cognitive theories of emotions

A

theories proposing that emotions are products of thinking.

90
Q

two factor theory of emotion

A

proposes that emotions are produced by an undifferentiated state of arousal along with an attribution(explanation) of arousal. encounter an emotion provoking event-> experience a state of undifferentiated arousal

91
Q

undifferentiated arousal

A

arousal that is the same across all emotions

92
Q

bridge study

A

attractive woman asked men for help on survey on two different level bridges. the men on the higher bridge called her back more

93
Q

cognitive appraisal theory

A

External events, goals, and beliefs lead to appraisal lead to emotion lead to coping problem and emotion focused

94
Q

proximity

A

physical nearness.

95
Q

mere exposure effect

A

repeated exposure to a stimulus makes us more likely to feel favorably towards it.

96
Q

what promotes attraction

A

proximity, similarity, reciprocity, physical attractiveness

97
Q

reciprocity

A

give and take

98
Q

face averaging

A

Averageness theory claims that faces are perceived as attractive when their facial configuration approximates the mathematical average facial configuration of the population

99
Q

lying

A

verbal cues are better indicators of lying.

100
Q

what predicts that someone is lying

A

dishonest statements tend to contain fewer details and fewer qualifiers than truthful statements

101
Q

how accurate are we at predicting lying

A

55% correct

102
Q

what do polygraphs measure

A

physiological signs that reflect anxiety. BP, respiration, palm sweat

103
Q

what kind of polygraph questions are asked

A

relevant questions (have to do with crime in question). irrelevant questions (not relevant to the crime or to the subject lying). control questions (reflect possible lies. try to see what their lies look like)

104
Q

What reasons are there for polygraphs not being accurate?

A

confuses arousal (eg fear) with lying. fear of getting convicted of crime they didn’t commit. false negatives

105
Q

integrity tests

A

tests that attempt to access workers’ tendencies to steal, cheat etc.

106
Q

types of integrity tests

A

history of negative behavior, attitudes towards stealing, perceptions of other ppls honesty. they predict negative workplace behaviors

107
Q

conformity

A

the tendency of ppl to alter their behavior as a result of group pressure

108
Q

asch study

A

ppl in a group purposely answer the question wrong for the line question.

109
Q

social psychology

A

the branch of psychology that deals with social interactions, including their origins and their effects on the individual.

110
Q

what increases the likelihood of conformity

A

environment. unity of agreement, difference in the wrong answer. individual difference. low self esteem

111
Q

deindividualzation

A

tendency of ppl to encourage in characteristic behaviors then they’re stripped of their usual identities. (Stanford prison experiment)

112
Q

when is deindivdualization more likely to occur

A

having a feeling of anonymity. feel that you lack personal responsibilities

113
Q

obedience

A

adherence to instructions from those of higher authority. required to society to work

114
Q

milgrim study

A

ppl shock other ppl

115
Q

what tends to inc. and dec. obedience

A

psychological distance between the subject and the experimenter. the psychological distance between the subject and the “learner”. less prestigious setting

116
Q

bystander effect

A

the presence of others discourages an individual from intervening in an emergency situation.

117
Q

diffusion of responsibility

A

a person is less likely to take responsibility for action or inaction when others are present “Someone else will step up and take care of it.”

118
Q

dual process model of persuasion

A

central pathway and peripheral pathway

119
Q

central pathway

A

evaluates the merits of the persuasive argument carefully and thoughtfully. focus on content. when motivated and have time

120
Q

peripheral pathway

A

respond to persuasive arguments on the bass of snap judgements. focus on surface of argument. when not motivated to evaluate. can affect short term decisions. generally use peripheral

121
Q

persuasion techniques

A

foot in the door. door in the face. lowball. but you are free.

122
Q

foot in the door

A

making a smaller request before making a larger on

123
Q

door in the face.

A

make an unreasonably large request before making intended small request

124
Q

low-ball

A

seller of the product starts by quoting a low sales prices then mentions all of the add on costs after the fact

125
Q

“but you are free”

A

we convince someone to perform a favor for us by telling them they are not free to do it.

126
Q

who are we more likely to be persuaded by

A

attractive or famous ppl. when the source has high credibility. similar to use

127
Q

prejudice.

A

drawing negative conclusions about a person, a group of people or a situation prior to evaluating the evidence

128
Q

stereotypes

A

a belief positive or negative about characteristics of members of a group that is applied generally to most members of the group. affect how we interpret ambiguous situations.

129
Q

difference between prejudice and discrimination

A

prejudice is an attitude whereas discrimination is an action

130
Q

in group bias

A

tendency to favor ppl from within out group rather than those outside the group

131
Q

out group homogeneity

A

tendency to view all individuals outside our group as highly similar

132
Q

what causes prejudice

A

thinking categorically. smoke detector principle. social comparison. scapegoat hypothesis. just world hypothesis. conformity to social norms.

133
Q

smoke detector principle

A

the notion that it’s better to be oversensitive and produce many false alarms than be undersenstive and allow one catastrophe

134
Q

social comparison

A

assessing oneself by determining how one measures up to other people

135
Q

scapegoat hypothesis

A

the claim that prejudice arises from a need to blame other groups for our misfourtunes

136
Q

just world hypothesis

A

the assumption that the world is fair and all things happen for a reason

137
Q

implicit prejudice

A

unfounded negative belief of which we’re unaware regarding the characteristics of an out group.

138
Q

explicit prejudice

A

unfounded negative belief of which we’re aware regarding the characteristic of the out group

139
Q

ways to measure implicit prejudice

A

facial muscles. implicit associations test (IAT)

140
Q

how to reduce prejudice

A

education. intergroup contact. common group identity. groups should be of equal status. members should dis confirm the others groups negative stereotypes

141
Q

intergroup contact

A

having members of different groups have direct personal interaction

142
Q

common group identity

A

a group that is composed of members of various groups. have members of different groups work together

143
Q

facial feedback hypothesis

A

The idea that one’s facial expressions can have an effect on emotional experience. Example: A woman attending a stuffy party forces herself to smile, and finds she feels happier as a result.

144
Q

Primary & Secondary Reinforcers

A

Primary reinforcers are biological. Food, drink, and pleasure are the principal examples of primary reinforcers. But, most human reinforcers are secondary, or conditioned. Examples include money, grades in schools, and tokens.

145
Q

latent learning

A

a form of learning that is not immediately expressed in an overt response; it occurs without any obvious reinforcement of the behavior or associations that are learned

146
Q

Mirror Neurons

A

A mirror neuron is a neuron that fires both when an animal acts and when the animal observes the same action performed by another. Thus, the neuron “mirrors” the behavior of the other, as though the observer were itself acting.

147
Q

Temperament

A

the characteristics and aspects of personality that we are born with.

148
Q

types of temperament

A

Sanguine, Phlegmatic, Choleric, and Melancholic

149
Q

What is emotion regulation?

A

the ability to respond to the ongoing demands of experience with the range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous reactions as well as the ability to delay spontaneous reactions as needed.

psychology 100 (3 decks)

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