Exam 2 (Assignments 6-10) Flashcards
1
Q
learning
A
the relatively permanent changes in an organism’s behavior due to experience
2
Q
classical conditioning
A
stimulus evokes a response originally invoked by a different stimulus
3
Q
operant conditioning
A
responses controlled by their consequences
4
Q
observational conditioning
A
behavior influenced by observing a model
5
Q
Pavlov example: before conditioning
A
food: unconditioned stimulus / salivation: unconditioned response
6
Q
Pavlov example: before conditioning + neutral stimulus
A
tuning fork: neutral stimulus / no salivation: no conditioned response
7
Q
Pavlov example: during conditioning
A
tuning fork + food -> salivation (unconditioned response)
8
Q
Pavlov example: after conditioning
A
tuning fork: conditioned stimulus, salivation: conditioned response
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
10
Q
positive reinforcement
A
+ +
11
Q
positive punishment
A
+ -
12
Q
negative reinforcement
A
- +
13
Q
negative punishment
A
- -
14
Q
three components of emotion
A
physiological, behavioral, cognitive
15
Q
which area of the brain modulates emotion
A
the amygdala
16
Q
positive in this context means
A
adding stimulus
17
Q
negative in this context means
A
removing stimulus
18
Q
reinforcement
A
strengthens response
19
Q
punishment
A
weakens response
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
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”
22
Q
James-Lange Theory
A
conscious experience of emotion results from perception of autonomic arousal “I feel afraid because I tremble”
23
Q
3 steps in memory
A
encoding, storage, retrieval
24
Q
Shallow processing
A
structural encoding
25
intermediate processing
phonemic encoding
26
deep processing
semantic encoding
27
example of something that weakens encoding
interference
28
strengthens encoding
elaboration
29
sensory memory
preserves information in its sensory form for limited time (seconds)
30
short-term memory
limited capacity storage / 20 seconds. Rehearsing improves duration
31
working memory
actively holds transitory information. Longer than short-term, can be converted to long term
32
long term memory
unlimited information for lengthy periods, possibly permanent
33
4 components working memory
phonological loop, visuospacial sketchpad, central executive, episodic buffer
34
knowing how to drive stick
procedural memory
35
knowing the three types of long-term memory
semantic memory
36
childhood memory
episodic memory
37
knowing Columbus sailed in 1492
semantic memory
38
knowing how to play instrument
procedural memory
39
remembering what you did last weekend
episodic memory
40
in order to use memory
must be able to encode it, store it, and retrieve it
41
misinformation effect
recall of a witness event can be altered by introducing misleading post-event info
42
area of brain most responsible for memory
hippocampus
43
ways to improve memory
getting more sleep, stress management, using enrichment strategies
44
reasons for forgetting
ineffective encoding, decay, interference, retrieval failure, repression (motivated forgetting)
45
germinal stage
rapid cell division; placenta forms
46
embryonic stage
organs develop, digits form
47
fetal stage
rapid physical growth and brain cell growth
48
teratogens
external agents that can harm prenatal development. Ex: maternal illness, maternal toxin exposure, maternal stress
49
receptive language
ability to understand words
50
expressive language
ability to express words
51
babies have more developed receptive language than
expressive language
52
secure attachment
calm when caregiver present; upset when CG leaves; calm upon return - CG emotionally available and responsive
53
anxious-ambivalent attachment
anxious, upset, anxious - selectively engaged caregiver
54
avoidant
calm at all times; disengaged, unresponsive caregiver
55
disorganized-disoriented
mixed across board; neglective or abusive caregiver
56
child obedient and proficient back lacks confidence, social competence
authoritarian parenting
57
child disruptive at home/school; limited self-control; lower happiness
permissive parenting
58
child is happy, capable, successful
authoritative parenting
59
child lacks confidence, isn't very successful, and has a hard time self-regulating
uninvolved parenting
60
object permanence
understanding object is still there when hidden
61
conservation
amount of material stays consistent; 3 pieces of 1 cookie does not equal more cookie
62
egocentrism
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
Piaget Sensorimotor
0-2: coordinate sensory input w/motor action; learning object permanence
64
Preoperational
2-7: conservation, centration, egocentrism, irreversibility, animism
65
Concrete operational
7-11: beginning of mental manipulation of objects; decrease in preoperational limitations
66
formal operational
11+: abstract thinking
67
preconventional level of morality
I will do it because I don't want to get in trouble
68
conventional level of morality
I will do it because then I will be liked by others
69
postconventional level of morality
I will do it because it is the right thing to do
70
last part of brain to develop
prefrontal cortex
71
two many tenets of personality are that it is
consistent and distinctive
72
what are the Big 5 personality traits
```
openness
conscientiousness
extraversion
agreeableness
neuroticism
```
73
personality disorder
a longstanding maladaptive pattern of thoughts and behavior, often stemming from experiences in childhood
74
schizotypal
aloof, thought distortions
75
paranoid
suspicious, humorless
76
schizoid
loner, indifferent, thought distortions
77
borderline
impulsive, erratic emotions, intense
78
antisocial
impulsive, lack of empathy, charming
79
histrionic
attention-seeking, overly emotional
80
dependent
lack of confidence, reliant
81
avoidant
socially withdrawn, uncomfortable
82
obsessive-compulsive
perfectionistic, preoccupied with detail, rules
83
narcissistic
grandiose self-esteem, lack empathy
84
conformity
yielding to real or imagined social pressure
85
bystander effect
people less likely to provide needed help when in groups than when alone
86
group think
members of group emphasize unity over critical thinking/their individual opinions
87
obedience
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
four factors in persuasion
Source
Message
Channel
Receiver
89
foot-in-the-door persuasion
getting people to agree to small request increases chances will agree to larger request
90
door-in-the-face persuasion
asking people to agree to large request knowing they will refuse in order to increase chance they will agree to a small request
91
low ball technique
getting someone to commit to an attractive proposition before its hidden costs are revealed
92
explicit attitudes
conscious beliefs
93
implicit attitudes
covert attitudes expressed in subtle, automatic responses
94
stereotypes
beliefs that people in given group are more likely to have certain characteristics
95
prejudice vs discrimination
prejudice: harmful attitudes toward member of a group. Discrimination: acting in a harmful manner towards a member of a group
96
fundamental attribution error
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
biopsychosocial model of stress
physical illness and behavior result from interactions between biological, psychological, and social factors
98
emotional stress response
crying, feeling depress, sad, angry, etc.
99
physiological stress response
increased heart rate and respiratory rate, sweating, increased catecholamines, increased cortisol, etc.
100
behavioral stress response
aggression, indulgence, exercise, positive or negative thinking/appraisals, blaming yourself
101
four major types of stress
frustration
conflict
change
pressure
102
U model of stress
x = stress level, y = performance; standard bell curve
103
as task complexity increases
emotional arousal should decrease
104
cognitive appraisal
stress can be interpreted as a threat or challenge
105
threat appraisal example
give up, blame self for failure, believe you can't handle it
106
challenge appraisal
study harder next time, believe have ability to cope
107
non-ideal behavioral stress coping
defense mechanisms, giving up, self blame, self criticalness, unhealthy behaviors
108
constructive coping mechanisms
healthy behaviors, confront problems directly, create realistic appraisals
109
acute stress
increases health of immune system
110
chronic stress
decreases health of immune system
111
5 factors that moderate stress
```
social support
optimism
humor
exercise
emotional disclosure
forgiveness
```
112
hypothamlamic pituitary adrenal axis
increased cortisol, boosts energy, increases immune response acutely but decreases if chronically activated. longer lasting
113
sympathetic adrenal medullary system
increases release of molecules similar to adrenaline, helps fight or flight response to motive action. Shorter lasting
