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Psych 101 > Exam 3 - 5&6 > Flashcards

Exam 3 - 5&6 Flashcards

1
Q

Cognitive Psychologists

A

Researchers and professors
Focus on memory and attention

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2
Q

Clinical Neuropsychology

A

Work with patients
Diagnose

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3
Q

Memory

A

Information that has persisted over time

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4
Q

Attention

A

Focus

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5
Q

Encoding

A

Creation of memory content

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6
Q

Storage

A

Retaining encoded info in some form

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7
Q

Retrieval

A

Later activation of info in some way

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8
Q

Atkinson & Shiffrin

A

Multi-Store Model of memory

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9
Q

Multi-Store model of Memory

A

3 stores
Emphasis on attention
Sequential and Linear

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10
Q

Sensory

A

Not sensed, can’t be encoded, can’t be remembered

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11
Q

Confabulation

A

Misremembering
No incoming sensory info, brain fills in gaps

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12
Q

Partial Repeat Model

A

George Sperling
12 letters, asked one, say it, forget the others

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13
Q

Sensory Stores

A

Briefly records a large amount of sensory info for a short time

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14
Q

George Sperling

A

Partial Repeat Model

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15
Q

Short-Term Memory Store

A

More attention
Smaller number of things
Somewhat longer

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16
Q

Long-Term Memory Store

A

Rehearse
Retrieval over time
Big

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17
Q

Effortful Processing

A

Consciously focusing attention on something

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18
Q

Rehearsal Loop

A

Repeatedly retrieving info to re-encode it

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19
Q

The Testing Effect

A

Retain more when questioned
Activates retrieval loop

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20
Q

Four Major Changed to Model

A
  1. Attention as a dual process
  2. Short-Term to Working
  3. 2 categories of long-term
  4. At least 2 paths for long-term
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21
Q

Forms of Attention

A

Explicit and implicit

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22
Q

Working Memory

A

Limited capacity, limited duration mental space
Five processes

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23
Q

Automatic Encoding

A

Automatically form explicit memories

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24
Q

Priming

A

Internal or external cues impact what info is accessed which influences perception

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25
Q

George Miller

A

Magic number
7 +- 2
Goes down when distracted

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26
Q

Nelson Cowan

A

Real world situation for magic number
4 +- 1

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27
Q

Central Executive

A

Determines what info to keep using prior experience

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28
Q

Episodic Memory

A

Events
Autobiographical

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29
Q

Semantic memory

A

Meanings
Associations

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30
Q

Implicit learning/retrieval

A

Prior experiences influence current behavior

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31
Q

Procedural Memory

A

Memory for actions
Muscle memory

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32
Q

Daniel Schacter

A

Priming studies
Word/Sentence Fragment Completion

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33
Q

Word/Sentence Fragment Completion

A

Given letter, fill in word
Things before to associate

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34
Q

Long-Term Potentiation

A

Increased connectivity between 2 neurons

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35
Q

HM

A

Removed parts of Brian
Aware and could attend, no new memories

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36
Q

Retrograde Amnesia

A

Can’t remember before

37
Q

Anterograde Amnesia

A

Can’t remember after

38
Q

Availability

A

Depth of LTM encoding
Was it encoded

39
Q

Access

A

How easy it is to retrieve it

40
Q

Retrieval Cues

A

Things that help you remember things
Associated

41
Q

The Misinformation Effect

A

Unintentionally reconsolidating misinformation info memory

42
Q

Car accident Studies

A

Asked how fast car went, influenced by verbs

43
Q

The imagination inflation effect

A

Imagining, thinking, reconsolidating into a false memory

44
Q

Egocentricity Bias

A

Tendency to recall events in a way that confirms existing beliefs

45
Q

Proactive Interference

A

Prior learning disrupts recall if new

46
Q

Retroactive Interference

A

New learning disrupts recall of old

47
Q

Instincts/Reflexed

A

Behaviors triggered by environment
unlearned

48
Q

Learning

A

Experience with environmental producing enduring change in associations and observable behavior

49
Q

Classical Conditioning

A

Learn a reaction with a stimulus
Pavlov

50
Q

Respondent Behavior

A

Learned automatic response to stimuli

51
Q

Ivan Pavlov

A

Dog

52
Q

Unconditioned Response

A

Automatic response to a stimulus

53
Q

Unconditioned Stimulus

A

Provokes UR

54
Q

Delayed Conditioning

A

CS Stimulus first, the US

55
Q

Conditioned Response

A

Learned response to non US

56
Q

Conditioned Stimulus

A

Starts neutral
After learning, provoked CR

57
Q

Acquisition Phase

A

Early pairing of US with to be conditioned CR

58
Q

Stimulus Sentiency

A

More noticeable, faster acquisition phase

59
Q

Stimulus Generalization

A

CR in response to a similar stimulus

60
Q

Stimulus Discrimination

A

CR only occurs with a very specific CS and not similar ones.
Requires discrimination trials

61
Q

Extinction

A

CS no longer provokes CR
Only after several extinction trials

62
Q

Spontaneous Recovery

A

After time, exposure to CS evokes an “extinguished” CR
Never fully gone

63
Q

Higher Order Conditioning

A

Deeply ingrained CS can act like a US for future encoding

64
Q

Preparatory Response Theory

A

Associating a learned stimulus with an event in a way that readies organism for event

65
Q

John B Watson

A

Believed in radical behaviorism

66
Q

Radical Behaviorism

A

All learning occurs through interactions with environment
Focus on observable, measurable behaviors

67
Q

Counter Conditioning

A

For phobias
Exposed to fear stimulus with positive response

68
Q

Systematic Desensitization

A

Develop a fear hierarchy
Graded exposure
Relaxation techniques

69
Q

Habituation

A

Reduced intensity of response

70
Q

BF Skinner

A

Radical Behaviorism
Operant Conditioning

71
Q

Operant Conditioning

A

Associate a behavior with an outcome
Behavior operates on the environment to produce rewards/punishments

72
Q

Thorndikes law of effect

A

Satisfaction (reinforcement) = repeated
Unpleasant (punished) = stop

73
Q

Reinforcement

A

Strengthens a behavior

74
Q

Positive

A

Something is added

75
Q

Negative

A

Something is taken away

76
Q

Punishment

A

Weakens a behavior

77
Q

Three Step Approach

A
  1. Target behavior
  2. R/P (strong vs weak?)
  3. P/N (add vs sub?)
78
Q

Continuous

A

Reinforced everytime
Fast to learn and extinguish

79
Q

Intermittent

A

Reward only sometimes
Slower to learn and extinguish

80
Q

Shaping

A

Break complex behaviors into steps then teach steps

81
Q

Margaret Floy Washburn

A

Many things impact learning (including thinking)

82
Q

Biological Perpardness

A

Genetics impact ease of learning associations. Easier to learn associations evolved

83
Q

Latent Learning

A

Learning without incentives shown with incentives

84
Q

Tolmans Maze Study

A

Rats in a maze
Showed latent learning

85
Q

Observational Learning

A

Form associations via indirect experience and imitation

86
Q

Albert Bandura

A

Studied observational learning

87
Q

The Bobo doll experiments

A

Kids watched adults with bobo

88
Q

A (role) Model

A

A person displaying behaviors and attitudes in an environment or role

Psych 101 (4 decks)

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