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Psych 101 > Exam 2 (Assignments 6-10) > Flashcards

Exam 2 (Assignments 6-10) Flashcards

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1
Q

learning

A

the relatively permanent changes in an organism’s behavior due to experience

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2
Q

classical conditioning

A

stimulus evokes a response originally invoked by a different stimulus

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3
Q

operant conditioning

A

responses controlled by their consequences

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4
Q

observational conditioning

A

behavior influenced by observing a model

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5
Q

Pavlov example: before conditioning

A

food: unconditioned stimulus / salivation: unconditioned response

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6
Q

Pavlov example: before conditioning + neutral stimulus

A

tuning fork: neutral stimulus / no salivation: no conditioned response

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7
Q

Pavlov example: during conditioning

A

tuning fork + food -> salivation (unconditioned response)

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8
Q

Pavlov example: after conditioning

A

tuning fork: conditioned stimulus, salivation: conditioned response

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9
Q

law of effect

A

things you do that result in something good are more likely to occur, while things you do that result in something bad are less likely to occur

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10
Q

positive reinforcement

A

+ +

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11
Q

positive punishment

A

+ -

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12
Q

negative reinforcement

A
  • +
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13
Q

negative punishment

A
  • -
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14
Q

three components of emotion

A

physiological, behavioral, cognitive

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15
Q

which area of the brain modulates emotion

A

the amygdala

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16
Q

positive in this context means

A

adding stimulus

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17
Q

negative in this context means

A

removing stimulus

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18
Q

reinforcement

A

strengthens response

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19
Q

punishment

A

weakens response

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20
Q

Schacter-Singer Two Factor Theory

A

“I label trembling as fear b/c I appraise the situation as dangerous” -> situational cues used to differentiate emotions - 1) autonomic arousal + 2) cognitive interpretation

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21
Q

Cannon-Bard Theory

A

emotion occurs when thalamus sends signals simultaneously to cortex and autonomic nervous system -> “The dog makes me tremble and feel afraid”

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22
Q

James-Lange Theory

A

conscious experience of emotion results from perception of autonomic arousal “I feel afraid because I tremble”

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23
Q

3 steps in memory

A

encoding, storage, retrieval

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24
Q

Shallow processing

A

structural encoding

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25
Q

intermediate processing

A

phonemic encoding

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26
Q

deep processing

A

semantic encoding

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27
Q

example of something that weakens encoding

A

interference

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28
Q

strengthens encoding

A

elaboration

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29
Q

sensory memory

A

preserves information in its sensory form for limited time (seconds)

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30
Q

short-term memory

A

limited capacity storage / 20 seconds. Rehearsing improves duration

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31
Q

working memory

A

actively holds transitory information. Longer than short-term, can be converted to long term

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32
Q

long term memory

A

unlimited information for lengthy periods, possibly permanent

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33
Q

4 components working memory

A

phonological loop, visuospacial sketchpad, central executive, episodic buffer

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34
Q

knowing how to drive stick

A

procedural memory

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35
Q

knowing the three types of long-term memory

A

semantic memory

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36
Q

childhood memory

A

episodic memory

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37
Q

knowing Columbus sailed in 1492

A

semantic memory

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38
Q

knowing how to play instrument

A

procedural memory

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39
Q

remembering what you did last weekend

A

episodic memory

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40
Q

in order to use memory

A

must be able to encode it, store it, and retrieve it

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41
Q

misinformation effect

A

recall of a witness event can be altered by introducing misleading post-event info

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42
Q

area of brain most responsible for memory

A

hippocampus

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43
Q

ways to improve memory

A

getting more sleep, stress management, using enrichment strategies

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44
Q

reasons for forgetting

A

ineffective encoding, decay, interference, retrieval failure, repression (motivated forgetting)

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45
Q

germinal stage

A

rapid cell division; placenta forms

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46
Q

embryonic stage

A

organs develop, digits form

47
Q

fetal stage

A

rapid physical growth and brain cell growth

48
Q

teratogens

A

external agents that can harm prenatal development. Ex: maternal illness, maternal toxin exposure, maternal stress

49
Q

receptive language

A

ability to understand words

50
Q

expressive language

A

ability to express words

51
Q

babies have more developed receptive language than

A

expressive language

52
Q

secure attachment

A

calm when caregiver present; upset when CG leaves; calm upon return - CG emotionally available and responsive

53
Q

anxious-ambivalent attachment

A

anxious, upset, anxious - selectively engaged caregiver

54
Q

avoidant

A

calm at all times; disengaged, unresponsive caregiver

55
Q

disorganized-disoriented

A

mixed across board; neglective or abusive caregiver

56
Q

child obedient and proficient back lacks confidence, social competence

A

authoritarian parenting

57
Q

child disruptive at home/school; limited self-control; lower happiness

A

permissive parenting

58
Q

child is happy, capable, successful

A

authoritative parenting

59
Q

child lacks confidence, isn’t very successful, and has a hard time self-regulating

A

uninvolved parenting

60
Q

object permanence

A

understanding object is still there when hidden

61
Q

conservation

A

amount of material stays consistent; 3 pieces of 1 cookie does not equal more cookie

62
Q

egocentrism

A

in development, kid thinking everyone has same information - not understanding when someone doesn’t know an object moved if they were out of the room when it happened

63
Q

Piaget Sensorimotor

A

0-2: coordinate sensory input w/motor action; learning object permanence

64
Q

Preoperational

A

2-7: conservation, centration, egocentrism, irreversibility, animism

65
Q

Concrete operational

A

7-11: beginning of mental manipulation of objects; decrease in preoperational limitations

66
Q

formal operational

A

11+: abstract thinking

67
Q

preconventional level of morality

A

I will do it because I don’t want to get in trouble

68
Q

conventional level of morality

A

I will do it because then I will be liked by others

69
Q

postconventional level of morality

A

I will do it because it is the right thing to do

70
Q

last part of brain to develop

A

prefrontal cortex

71
Q

two many tenets of personality are that it is

A

consistent and distinctive

72
Q

what are the Big 5 personality traits

A 
openness
conscientiousness
extraversion
agreeableness
neuroticism
73
Q

personality disorder

A

a longstanding maladaptive pattern of thoughts and behavior, often stemming from experiences in childhood

74
Q

schizotypal

A

aloof, thought distortions

75
Q

paranoid

A

suspicious, humorless

76
Q

schizoid

A

loner, indifferent, thought distortions

77
Q

borderline

A

impulsive, erratic emotions, intense

78
Q

antisocial

A

impulsive, lack of empathy, charming

79
Q

histrionic

A

attention-seeking, overly emotional

80
Q

dependent

A

lack of confidence, reliant

81
Q

avoidant

A

socially withdrawn, uncomfortable

82
Q

obsessive-compulsive

A

perfectionistic, preoccupied with detail, rules

83
Q

narcissistic

A

grandiose self-esteem, lack empathy

84
Q

conformity

A

yielding to real or imagined social pressure

85
Q

bystander effect

A

people less likely to provide needed help when in groups than when alone

86
Q

group think

A

members of group emphasize unity over critical thinking/their individual opinions

87
Q

obedience

A

compliance with direct commands from people in a position of authority or higher social status, even if person thinks is wrong or don’t agree with action

88
Q

four factors in persuasion

A

Source
Message
Channel
Receiver

89
Q

foot-in-the-door persuasion

A

getting people to agree to small request increases chances will agree to larger request

90
Q

door-in-the-face persuasion

A

asking people to agree to large request knowing they will refuse in order to increase chance they will agree to a small request

91
Q

low ball technique

A

getting someone to commit to an attractive proposition before its hidden costs are revealed

92
Q

explicit attitudes

A

conscious beliefs

93
Q

implicit attitudes

A

covert attitudes expressed in subtle, automatic responses

94
Q

stereotypes

A

beliefs that people in given group are more likely to have certain characteristics

95
Q

prejudice vs discrimination

A

prejudice: harmful attitudes toward member of a group. Discrimination: acting in a harmful manner towards a member of a group

96
Q

fundamental attribution error

A

bias seen in observer’s attributing internal characteristics to other’s behavior (e.g. Bob crashed because he is a bad driver) versus attributing external characteristics to themselves (I crashed the car because somebody else caused me to be distracted)

97
Q

biopsychosocial model of stress

A

physical illness and behavior result from interactions between biological, psychological, and social factors

98
Q

emotional stress response

A

crying, feeling depress, sad, angry, etc.

99
Q

physiological stress response

A

increased heart rate and respiratory rate, sweating, increased catecholamines, increased cortisol, etc.

100
Q

behavioral stress response

A

aggression, indulgence, exercise, positive or negative thinking/appraisals, blaming yourself

101
Q

four major types of stress

A

frustration
conflict
change
pressure

102
Q

U model of stress

A

x = stress level, y = performance; standard bell curve

103
Q

as task complexity increases

A

emotional arousal should decrease

104
Q

cognitive appraisal

A

stress can be interpreted as a threat or challenge

105
Q

threat appraisal example

A

give up, blame self for failure, believe you can’t handle it

106
Q

challenge appraisal

A

study harder next time, believe have ability to cope

107
Q

non-ideal behavioral stress coping

A

defense mechanisms, giving up, self blame, self criticalness, unhealthy behaviors

108
Q

constructive coping mechanisms

A

healthy behaviors, confront problems directly, create realistic appraisals

109
Q

acute stress

A

increases health of immune system

110
Q

chronic stress

A

decreases health of immune system

111
Q

5 factors that moderate stress

A 
social support
optimism
humor
exercise
emotional disclosure
forgiveness
112
Q

hypothamlamic pituitary adrenal axis

A

increased cortisol, boosts energy, increases immune response acutely but decreases if chronically activated. longer lasting

113
Q

sympathetic adrenal medullary system

A

increases release of molecules similar to adrenaline, helps fight or flight response to motive action. Shorter lasting

Psych 101 (3 decks)

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