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PSY 101 > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Habituation

A

You don’t notice constant things

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2
Q

Dishabituation

A

You notice when a constant changes

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3
Q

Stimulus

A

Part of the environment

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4
Q

Response

A

Part of the learning organism

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5
Q

CC: Unconditioned Stimulus

A

A stimulus that elicits a response before learning

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6
Q

CC: Unconditioned response

A

A response elicited by the US before learning

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7
Q

CC: Conditioned stimulus

A

Initially neutral but elicits a response after learning. Learning involves repeated pairing of CS and US; organism learns that the CS predicts the US

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8
Q

CC: Conditioned response

A

Response elicited by the CS after learning; may resemble UR

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9
Q

CC: Stimulus generalization

A

Stimulus has shared features to CS, will elicit a similar response (at least to some degree)

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10
Q

IC: Reinforcer

A

Stimulus used in shaping

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11
Q

IC: Shaping

A

Reinforcing behaviors that are more and more like the desired response

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12
Q

Iconic memory

A

Another name for visual sensory memory

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13
Q

Visual sensory memory characteristics

A 
Holds 1 item per spatial location
Contents are unidentified (you can encode one item at a time)
Contents decay quickly
Subitizing
Represented in occipital lobe
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14
Q

Subitizing

A

We can encode the number of items in iconic memory, up to about 4 or 5, without actually counting

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15
Q

Masking

A

Presenting an item at a location in visual sensory memory overwrites the previous one at that location

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16
Q

Working memory

A

Contents of our conscious awareness

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17
Q

Working memory characteristics

A

Verbal and visual components
Duration is a few seconds, but this can be delayed with rehearsal
Capacity is limited
Primacy
Recency
Chunking
Verbal rehearsal involves Brocas’s and Wernicke’s areas

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18
Q

Working memory capacity estimates

A

7 +- 2 chunks
Or
As many items as you can rehearse in 2 seconds

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19
Q

Primacy

A

Early items get more rehearsal

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20
Q

Maintenance rehearsal

A

Say item repeatedly

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21
Q

Elaborating rehearsal

A

Connect item to existing knowledge

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22
Q

Recency

A

Late items are active because you just encoded them; left alone, they decay

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23
Q

Chunking

A

Packing several items into groups.

Large working memory in domain of expertise

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24
Q

LTM: Shallow processing

A

About the sound

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25
Q

LTM: Deep processing

A

About the meaning; leads to better memory at test

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26
Q

Retrieval path

A

Connecting new material to existing knowledge. Encoded through deep processing

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27
Q

LTM: Explicit memory

A

Stuff you can talk about

Includes episodic and semantic memory

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28
Q

LTM: Implicit memory

A

Revealed by indirect tests

Includes procedural, priming, perceptual, and classical conditioning

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29
Q

Episodic memory

A

Can be incidental (what you ate) or intentional (words to memorize in a list)

30
Q

Semantic memory

A

Started as episodic but no longer have context. Things like your name, the first President

31
Q

Procedural

A

Knowing how something works/how to do something

32
Q

Priming

A

Changes in perception and belief caused by precious experience

33
Q

Perceptual learning

A

Recalibration of perceptual systems as a result of experience

34
Q

Word-stem completion

A

A method of measuring priming; show the start of a word, participant completes it

35
Q

Repetition priming

A

Memory rank-orders words in terms of the recency and frequency of encountering them

36
Q

Autobiographical memory

A

Memory for life experience

37
Q

Caudate nucleus

A

Involved in skill learning and OCD; repetitive behavior. Larger in people with superior autobiographical memory

38
Q

DRM procedue

A

Theme helps recall target words of list, but the theme word may intrude

39
Q

Reality monitoring

A

Monitoring whether an event really happened

40
Q

Decision making

A

Making a choice of some kind; happens all the time, at many levels

41
Q

Mental processes that influence choices

A

Heuristics
Biases
Emotion
Reasoning about probabilities

42
Q

Heuristics

A

Rules of thumb

43
Q

Anchoring and adjustment

A

Anchor- a number in the scenario

Adjustment- a change to the anchor in what seems like the correct direction

44
Q

Availability heuristic

A

Estimating frequency based on how easy it is to think of examples or scenarios

45
Q

Representativeness heuristic

A

We categorize people and things automatically

46
Q

Confirmation bias

A

Giving excess weight to evidence that is consistent with your beliefs

47
Q

Syntax

A

Rules that govern how words are assembled into sentences. Represented in Broca’s area

48
Q

Semantics

A

The meaning of words and sentences. Represented in Wernicke’s area

49
Q

Fluent aphasia

A

Aphasia in Wernicke’s area, speech is fluent but makes little sense

50
Q

Garden path sentence

A

A missing comma causes a split; parser runs into a dead end and has to backtrack

51
Q

Characteristics of human language

A

Communicative, arbitrary, dynamic, has rules, generative

52
Q

Homeostasis

A

Stability in body state through self-regulation, involves set points

53
Q

Drive state

A

Internal tension due to a deviation from homeostasis

54
Q

Concordance rate

A

The probability that one member of a twin pair has a characteristic, given that the other does

55
Q

Development

A

Large changes across the lifespan

56
Q

Critical period for language learning

A

Childhood to age 12-15

57
Q

Habituation procedures

A

A way of measuring infant mental processes. Infants are shown a stimulus until they are habituated, then the stimulus is manipulated and the researchers see if the infants are dishabituated

58
Q

Gaze duration

A

Length of looking time; way to measure infant surprise

59
Q

Theory of mind

A

Understanding that other people have minds of their own

60
Q

Spontaneous recovery

A

The reappearance of an extinguished response after a period in which no further conditioning trials have been presented

61
Q

Anterograde amnesia

A

The inability to form new memories; what patient HM suffered from

62
Q

Levels of language

A
  1. Phonemes
  2. Morpheme
  3. Word
  4. Phrase
  5. Sentence
63
Q

Phonemes

A

Smallest significant unit of sound in language

64
Q

Morpheme

A

Smallest significant unit of meaning in a word

65
Q

Superordinates

A

Concepts that are more abstract or inclusive than basic-level concepts (ex. animal, food, utensil)

66
Q

Subordinates

A

Concepts that are less abstract or more particular than basic-level concepts (ex. poodle, soup, spoon)

67
Q

Piaget’s Theory of Development

A
  1. Sensorimotor (birth-2 years)
  2. Preoperational (2-7 years)
  3. Concrete operational (7-12 years)
  4. Formal operational (12 and up)
68
Q

Sensorimotor

A

Differentiates self from objects

Achieves object permanence

69
Q

Preoperational

A

Learns to use language to represent objects with images and words
Classifies objects by a single feature

70
Q

Concrete operational

A

Can think logically about concrete objects

Achieves conservation of number, mass, and weight

71
Q

Formal operational

A

Can think logically about abstract propositions

Becomes concerned with the possible as well as the real

PSY 101 (2 decks)

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