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psy 201 > exam 3 > Flashcards

exam 3 Flashcards

1
Q

explicit memory

A

consciously retrieved. (ex. you had pasta for lunch, you know salem is the capital of oregon)

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2
Q

tip of the tongue phenomenon

A

a type of blocking in which an individual gets frustrated trying to recall a specific, obscure word. even with retrieval cues, can’t pull the word into working memory.

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3
Q

proactive interference

A

old information inhibits the ability to learn new information.

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4
Q

retroactive interference

A

new information inhibits the ability to learn old information.

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5
Q

misattribution

A

misremembering a person, place, or circumstances involved with a memory.

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6
Q

source amnesia

A

a form of misattribution that occurs when people have memory for an event but cannot remember where they encountered the information.

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7
Q

cryptomnesia

A

a form of misattribution where people think they have come up with a new idea.

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8
Q

procedural memory

A

skill and goal oriented behaviors that become automatic such as motor skills, cognitive skills, and habitual behaviors. (ex. driving)

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9
Q

blocking

A

when a person is temporarily unable to remember something (ex. unable to remember the name of your favorite song)

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10
Q

absentmindedness

A

results from the shallow encoding of events. major cause is failing to pay attention. (ex. forgetting where you put your keys)

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11
Q

encoding specificity principle

A

any stimulus encoded along with an experience can later trigger a memory of the experience

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12
Q

context dependent memory

A

when the recall situation is similar to the encoding situation. based on things like physical location, odors, and background music.

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13
Q

state dependent memory

A

memory can be enhanced when a persons internal states match during encoding and recall.

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14
Q

implicit memory

A

memories that you do not put into words. memories for past experiences that are expressed in your responses, actions, or reactions. unconscious or automatic memories.

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15
Q

persistence

A

unwanted remembering. remembering embarrassing moments and reliving them no matter how much you want to forget. can be persistent and traumatic.

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16
Q

prospective memory

A

involves remembering to do something at future times

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17
Q

anterograde amnesia

A

lose the ability to form new memories

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18
Q

retrograde amnesia

A

people lose past memories for events, facts, people, or even personal information

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19
Q

non associative learning

A

learning to adjust responses to a repeated stimulus (after living near a train for a while, you no longer wake up to the sound of the train)

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20
Q

associative

A

learning about the link between two stimuli or events that go together (your dog runs for the door when you pick up the leash because they have learned this action leads to a walk - conditioning)

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21
Q

social

A

learning by instruction or observing how others behave (ex. seeing someone else wearing a mask during covid and deciding to wear one yourself)

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22
Q

habituation

A

A type on non associative learning when our behavioral response to a stimulus decreases. After repeated exposure to a stimulus, we may no longer notice it. (ex. if you live in a big city, you may not react to sirens after a while)

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23
Q

Sensitization

A

Increase in behavioral response after exposure to a stimuli. Heightened responsiveness of other stimuli. (ex. smelling smoke while studying and being even more aware, searching for other stimuli like flames or heat that might indicate a fire)

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24
Q

Classical conditioning

A

When we learn that a stimulus predicts another stimulus. (ex. you learn that a needle and syringe at a doctors office are associated with getting a shot.)

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25
Q

Operant conditioning

A

When we learn that a behavior leads to a consequence

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26
Q

Acquisition

A

formation of an association between a conditioned stimulus and an unconditioned stimulus. (ex. the bell and the food in the Pavlov dog experiment)

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27
Q

Extinction

A

The conditioned response is extinguished when the conditioned stimulus no longer predicts the unconditioned stimulus. (ex. the bell is rung many times and food doesn’t appear, the dog learns that the bell isn’t a good predictor of the food anymore)

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28
Q

Spontaneous recovery

A

The extinguished conditioned stimulus produces a conditioned response again. (If starting the bell again produces salivation) This will fade quickly unless the conditioned stimulus is paired with the unconditioned stimulus.

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29
Q

Prediction error

A

Difference between expected and actual outcomes.

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30
Q

Positive prediction error

A

Presence of an unexpected event or a stronger version of the expected stimulus than anticipated. This strengthens the association between CS and US.

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31
Q

Negative prediction error

A

An expected event doesn’t happen. Weakens the CS-US association.

32
Q

Stimulus generalization

A

When a stimuli is similar but not identical to the CS produces the CR. (When a dog is fully conditioned to the tone of the bell, it will also salivate at other similar tones)

33
Q

Stimulus discrimination

A

When an animal learns to differentiate between two similar stimuli if one is consistently associated with the US and the other is not. (The dog learns that the bell results in food but a beep from the TV does not produce food)

34
Q

Second order conditioning

A

When a conditioned stimulus becomes associated with a different conditioned stimulus. CRs can be learned even without the learner ever associated the CS with the original US. (ex. The dog salivated to the sound of the bell because it was associated with receiving food. In a few trials, the dog was shown a block square along with the bell. Then when the black square was shown alone, the dog salivated to the black square without it ever being associated with the food.)

35
Q

Law of effect

A

Any behavior that leads to a satisfying state of affairs is likely to occur again. And behavior that leads to a negative state of affairs is less likely to occur again.

36
Q

Positive reinforcement

A

increases the probability that a behavior will be repeated. Positive means that something is added. So this is a reward to ensure a behavior is repeated.

37
Q

Negative reinforcement

A

increases behavior through the removal of an unpleasant stimulus.

38
Q

Positive punishment

A

Decreasing a behavior by adding a stimulus

39
Q

Negative punishment

A

Decreasing a behavior by removing a stimulus

40
Q

Key difference between classical and operant conditioning

A

In operant conditioning, the subject has to have already done the action before so it can be reinforced. Like your dog accidentally bringing you your slipper.

41
Q

Shaping

A

an operant conditioning technique consists of reinforcing behaviors that resemble the desired behavior.

42
Q

Continuous reinforcement

A

reinforcing a behavior each time it occurs

43
Q

Partial reinforcement

A

intermittent reinforcment of behavior

44
Q

Ratio schedule

A

based on the number of times a behavior occurs (a behavior is reinforced on every third and tenth time it occurs)

45
Q

Interval schedule

A

based on a specific unit of time (a behavior is reinforced when it is performed every minute or hour)

46
Q

Fixed interval schedule

A

occurs when reinforcement is provided after a certain amount of time has passed. (you feed your cat twice a day, the cat doesn’t learn how to read the clock but it learns after a certain amount of time has passed it can expect food.)

47
Q

Variable interval schedule

A

reinforcement occurs after the passage of time but the time is not regular. (ex. getting texts from a friend)

48
Q

fixed ratio schedule

A

occurs when reinforcement is provided after a certain number of responses have been made (ex. factory workers getting paid after they have made a certain number of products.)

49
Q

variable ratio schedule

A

occurs when reinforcement is provided after an unpredictable amount of responses. (ex. slot machines)

50
Q

phobia

A

an acquired fear that is out of proportion to the real threat of an object of situation. fear conditioning is when animals are classically conditioned to fear neutral objects.

51
Q

observational learning

A

learning by observing how others behave

52
Q

modeling

A

imitating a behavior seen in others

53
Q

vicarious learning

A

learning to engage in a behavior or not, after seeing others being rewarded or punished for performing that action.

54
Q

instructed learning

A

humans can be verbally instructed about the associations between stimuli and other animals can’t.

55
Q

extinction learning

A

It is a form of new learning that replaces the associative bond between the CS and US but does not eliminate it

56
Q

Episodic memory

A

consists of a persons past experiences that can be identified as occurring at a time or place

57
Q

Semantic memory

A

knowledge of concepts, categories, and facts independent of personal experience.

58
Q

Temporal lobe

A

acquisition of semantic memory

59
Q

stages of memory

A

encoding - storage - retrieval

60
Q

maintenance rehearsal

A

simply repeating the item over and over

61
Q

Elaborative rehearsal

A

encodes the information in more meaningful ways, such as thinking about the item conceptually.

62
Q

which level of processing results in greatest encoding

A

semantic (what the word means) is greatest, then acoustic (how the word sounds), then visual (what the word looks like).

63
Q

schemas

A

cognitive structures in semantic memory that help us perceive, organize, understand, and use information.

64
Q

Sensory memory

A

temporary memory system closely tied to sensory systems. this only lasts a fraction of a second.

65
Q

visual sensory memory

A

iconic memory

66
Q

auditory sensory memory

A

echoic memory

67
Q

working memory

A

represents what we are consciously focusing on at any point in time. actively retains and manipulates multiple pieces of temporary information from different sources.

68
Q

long term memory

A

lasts for minutes to forever and is limitless.

69
Q

serial position effect

A

items presented early or late on a list are remembered better.

70
Q

primacy effect

A

refers to the better memory that people have for items presented at the beginning of a list.

71
Q

recency effect

A

refers to the better memory that people have for the most recent items they were presented.

72
Q

long term potentiation (LTP)

A

strengthening of a synaptic connection, making the postsynaptic neurons more easily activated by presynaptic neurons.

73
Q

flashbulb memories

A

vivid memories of the circumstances in which people first learn of a surprising and consequential or emotionally arousing event.

74
Q

retrieval induced forgetting

A

when retrieving an item from long term memory impairs the ability to recall a related item in the future

75
Q

memory bias

A

changing of memories overtime so they become consistent w current beliefs, knowledge or attitudes.

76
Q

suggestibility

A

develop biased memories when provided with misleading information

psy 201 (3 decks)

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