Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

General Psychology > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Emotional map

A

dimensions
valence - how positive or negative the experience is
arousal - how active or passive the experience is

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Emotion

A

positive or negative experience associated with a particular pattern of physiological activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

James-Lange theory of emotion

A

a stimulus triggers activity in the body, which produces an emotional experience in the mind
emotional experiences are consequences and not the cause of our body’s reactions to events in the world
stimulus activates ANS, which becomes a subjective experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

4 problems with James-Lange theory of emotion

A

emotional experiences happen more rapidly than bodily responses
people are not always aware of their bodily responses
all sorts of unemotional events can cause the body to respond
there are fewer unique physiological patterns of bodily activity than there are unique emotional experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Cannon-Bard theory of emotion

A

a stimulus simultaneously triggers activity in the body and emotional experience in the mind
stimulus activates ANS and leads directly to subjective experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Two factor theory of emotion

A

stimulus triggers a general state of arousal in the body, which the mind then interprets a specific emotion
people have just one bodily reaction to all emotional stimuli, but they interpret that reaction differently on different occasions (this causes different emotions)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Appraisal

A

evaluation of the motion relevant aspects of a stimulus
amygdala, decides whether a stimulus is a threat or not
fast and slow pathways

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Emotion regulation

A

strategies people use to influence their own emotional experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Reappraisal

A

changing how you feel about something by changing how you think about it

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Emotional expression

A

sign of emotion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Universality hypothesis

A

emotional expressions have the same meaning for everyone

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Facial feedback hypothesis

A

specific emotional expressions can cause the emotional experiences they represent
making a mad face can make you angry

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Display rule

A

a norm for the appropriate expression of emotion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Motivation

A

psychological cause of an action

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Hedonic principle

A

people are motivated to experience pleasure and avoid pain

instincts and drives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Drive

A

internal states caused by physiological needs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Drive reduction theory

A

organisms are motivated to reduce their drives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Binge eating disorder (BED)

A

recurrent and uncontrolled episodes of consuming a large number of calories in a short time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Bulimia nervose

A

binge eating followed by compensatory behavior

eating then throwing up

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Anorexia nervosa

A

intense fear of being overweight and a severe restriction of food

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Metabolism

A

rate at which energy is used by the body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Intrinsic motivation

A

motivation to take actions that are themselves rewarding

don’t have a payoff because they are a payoff

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Extrinsic motivation

A

motivation to take actions that lead to reward

work hard for money to pay for rent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Rewards can

A

undermine intrinsic motivation

change intrinsic motivation to extrinsic motivation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Conscious motivations
motivations people are aware of
26
Unconscious motivations
motivations people are not aware of
27
Need for achievement
motivation to solve worthwhile problems | unconscious
28
Easy actions
we are aware of general motivations | * ex. be helpful
29
Difficult actions
we are aware of specific motivations | * ex. getting lightbulb threads aligned
30
Approach motivation
motivation to experience positive outcomes | something positive you're attracted to
31
Avoidance motivation
motivation to avoid experiencing negative outcomes | something negative you stay away from
32
Loss aversion
tendency to care more about avoiding losses than about achieving equal-size gains
33
Terror management theory
how people respond to knowledge of they own mortality | suggests people develop a cultural worldview (set of beliefs about what is good/right/true)
34
Learning
involves the acquisition from experience, of new knowledge, skills, or responses that results in a relatively permanent change in the state of the learner based on experience, learning produces change in the organism, and these changes are permanent
35
Habituation
repeated or prolonged exposure to a stimulus results in a gradual reduction in responding
36
Sensitization
presentation of a stimulus leads to an increased response to a later stimulus
37
Classical conditioning
occurs when a neutral stimulus produces a response after being paired with a stimulus that naturally produces a response
38
Unconditioned stimulus (US)
something that reliably produces a naturally occurring reaction in an organism * ex: presentation of food produces automatic, reflexive reaction
39
Unconditioned response (UR)
a reflexive reaction that is reliably produced an unconditioned stimulus * ex: dogs’ salivation automatic response
40
Conditioned stimulus (CS)
reaction that resembles in an organism after being paired with a US * ex: ringing a bell neutral stimulus doesn't naturally produce any response
41
Conditioned response (CR)
reaction that resembles an unconditional response but is produced by a conditioned stimulus * ex: dogs’ salivation learned response to neutral stimulus
42
Second-order conditioning
type of learning where a CS is paired with a stimulus that became associated with the US in an easier procedure (happens after conditioning has been established) another CS is presented
43
Acquisition
phase of classical conditioning when the CS and US are presented together starts low, rises rapidly, then slowly tapers off learning the relationship between CS and US (repetition)
44
Extinction
gradual elimination of a learned response that occurs when the CS is repeatedly presented without the US loss of relationship between CS and US
45
Spontaneous recovery
tendency of a learned behavior to recover from extinction after a rest period relationship wasn't really lost
46
Generalization
CR is observed, even though the CS is slightly different from the CS used during acquisition conditioning generalizes to stimuli that are similar to the CS using during the original training
47
Discrimination
capacity to distinguish between similar but distinct stimuli the more an organism shows either generalization or discrimination, they show less of the other; training can modify the balance between the two
48
Classical conditioning might be
a primitive process
49
Amygdala (known as the central nucleus) is also critical for
emotional conditioning
50
Classical conditioning is also used for evolutionary aspects
biological preparedness - propensity for learning particular kinds of associations over others
51
Operant conditioning
type of learning where the consequences of an organism’s behavior determines whether it will repeat that behavior in the future reinforcements and punishments
52
Instrumental behaviors
behavior required an organism to do something, solve a problem
53
Law of effect
behaviors are followed by something good tend to be repeated, and those that produce something unpleasant are less likely to be repeated
54
Pavlov’s experiment
same thing happened every time; Thorndike’s experiment - animal’s action determined what would happen next
55
Operant behavior
behavior that an organism performs that has some impact on the environment
56
Reinforcer
any stimulus or event that increases the likelihood of the behavior that led to it
57
Punisher
any stimulus or event that decreases the likelihood of the behavior that led to it
58
Positive reinforcement
stimulus that is presented that increases the likelihood of a behavior
59
Negative reinforcement
stimulus that is removed that increases the likelihood of a behavior
60
Positive punishment
stimulus given that reduces the likelihood of a behavior
61
Negative punishment
stimulus removed that decreases the likelihood of a behavior
62
Reinforcement is generally more effective than
punishment in promoting learning
63
Primary reinforcers
help satisfy biological needs
64
Secondary reinforcers
derive their effectiveness from their associations with primary reinforces through classical conditioning
65
Determinant of the effectiveness of a reinforcer is
the amount of time between the occurrence of a behavior and the reinforcer the more time elapses, the less effective the reinforcer
66
Schedules of reinforcement
interval schedule and tail schedule
67
Interval schedule
``` fixed schedule (FI) - reinforcers are presented at fixed time periods, provided that the appropriate response is made variable interval schedule (VI) behavior is reinforced on the basis of an average time that has expired since the last reinforcement both produce slow, methodical responding; reinforcements follow a time scale that is independent of how many responses occur ```
68
Ratio schedule
fixed ratio schedule (FR) - reinforcement is delivered after a specific number of responses have been made one might present reinforcement after every 4th response, or after 20 responses variable ratio schedule (VR) - the delivery of reinforcement is based on a particular average number of responses produce higher rates of responding than interval, because organism never knows when the reinforcement is going to appear
69
Intermittent reinforcement
only some of the responses made are followed by reinforcement * produce behavior much more resistant to extinction than a continuous reinforcement schedule * intermittent reinforcement effect - operant behaviors that are maintained under intermittent reinforcement schedules resist extinction better than those maintained under continuous reinforcement takes longer but stays longer
70
Shaping
learning that results from the reinforcement of successive steps to a final desired behavior outcomes of one set of behaviors shapes the next set of behaviors, etc. reinforce close behaviors positive reinforcement is given for each of the steps needed to get closer to the final behavior
71
Cognitive elements of operant conditioning
* latent learning - occurs when something is learned, but it is not manifested as a behavioral change until sometime in the future * cognitive map - mental representation of the physical features of the environment * “mental picture"
72
Neural elements of operant conditioning
* brain structures contribute to process of reinforcement | * release of hormones (ex dopamine)
73
Evolutionary elements of operant conditioning
* adaptive value/survival
74
Observational Learning
an organism learns by watching the actions of others | * mirror neurons
75
Implicit learning
learning that takes place largely independent of awareness of both the process and the products of information acquisition * some start out explicitly and become implicit over time * resistant to various disorders that are known to affect explicit learning * different structures of the brain are used for implicit learning (compared to explicit learning)
76
Massed practice
cramming
77
Distributed practice
learning over time
78
Judgements of learning
play a critical role in guiding further study and learning because people typically devote more time to studying items that they judge they have not learned well * test yourself from time to time to avoid * practice testing is most useful/beneficial
79
Latent learning
hidden learning | learning happens without knowing it
80
Generalization
sometimes the relationship is broader than planned
81
Delayed conditioning
CS before US
82
Law of effect
we repeat behaviors that produce good outcomes and avoid behaviors that produce bad outcomes
83
Reinforcement vs punishment
good outcomes vs bad outcomes
84
Positive
adding something
85
Negative
taking something away
86
Observational learning
implicit learning | learning without awareness
87
Slow response vs fast response
slow goes to cortex, processes what is going on fast bypasses thalamus and goes to amygdala, which is instinctual, not thinking about actions stimulus is in the thalamus
88
Controlling emotional expressions
intensification - exaggerating deintensification - muting masking - replacing with another neutralizing - displaying no emotion
89
Instinct
natural tendency to seek a goal
90
Masters and Johnson 4 stage model
excitement: blood flow plateau: lasts longer in women, holds excitement orgasm: climax resolution: only men
91
Avoiding death
mortality salience hypothesis | when confronted with our mortality, we seek to reinforce our beliefs/punish non-believers
92
Continuous reinforcement
fastest way to learn something, along with fixed
93
Modeling
model a behavior for someone to follow/act like

General Psychology (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions