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Psychology 101 > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

Aristotle’s law of assoc by contiguity

A

if 2 items occur together enough in time and space

you will associate them

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2
Q

learning def

A

an event happens that alters beh at a later time
ex. burn hand on stove

must be mediated by nervous system
cannot be just an immed. response like flinching

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3
Q

the original view of science

A

1700s
only study concrete things or things that can be precisely defined
ex. depression or study of mind NOT incl.

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4
Q

solution to no mind science

A

operationalism

dev by physicist

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5
Q

operational definition

A

specific process of validity test

thing has to be publically acessible
others have be able to independ measure

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6
Q

general result of operationalism

A

operationalism opened door to study mind and mental activity

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7
Q

behavorists and operationalism

A

thought bunch of crap to study something abstract
ignored operationalism solution

restricted explorations to non-mental things
didn’t want to be considered less than o/ science fields

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8
Q

classical conditioning “learning” def

A

happens when you do something you did not do before
associates reflexes
NOT concious
*has little effect or is rare

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9
Q

Pavlov’s first experiment

A

gave dog meat and collected amnt droll

figured out dog drolled when heard sound footsteps instead

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10
Q

pavlov’s amended experiment

A

rang a bell and gave dog meat for 20 days
on day 21 only rang bell
dog still drolled w/out any meat

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11
Q

components of classical conditioning

A 
uncond stim
neutral stim
conditioned stim
unconditioned resonse
conditioned response
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12
Q

uncond stim

A

ex. food

unlearned or natural

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13
Q

neutral stim

A

happens before learning

ex. bell

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14
Q

conditioned stim

A

happens after learning
altered beh
ex. bell

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15
Q

unconditioned response

A

drool
ex. reflex happens when observe food
natural response

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16
Q

conditioned response

A

drool
learned beh when hear bell ring
ppl don’t droll on command when bell rings usually

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17
Q

before learning (class. condi)

A

unconditioned stim
neutral stim
unconditioned response

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18
Q

after learning (class. condi)

A

conditioned stim

conditioned response

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19
Q

extinction (class. condi)

A

CR no longer caused my stim that formerly acted as CS

ex. bell no longer causes dog to drool

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20
Q

recovery

A

CR recovers after being extinct

ex. drool w/ bell

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21
Q

class. conditioning and spontaneous recovery

A

not equal learning

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22
Q

generalization (class. condi)

A

when stim similar to CS but not same produces CR
ex. diff. pitch of bell
closer to original CS= greater effect

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23
Q

discrimmination training (class. condi)

A

responses to CS paired w/ US
ex. bell no meat
application- find out sensory ability of animals

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24
Q

conditioned emotional response (class condit)

A 
watson ex. reflex of baby
attempted cure phobia
made fear phobia w/ sound to rats
did not actually cure designed phobia
       faded w/ time / extinction
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25
Q

conditioned drug response

A

ppl show barbie and then given heroin less pain tolerant than reg ppl
shown barbie produce neurotrans induce pain (opposite rxn to drug which nulls pain) + when shocked on top = twice as much pain

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26
Q

cat and puzzle box

A

pull rope in middle of box to get food

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27
Q

thorndike’s law of effect

A

reponse results in pleasure is more likely to be repeated

response results in pain less likely be repeated

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28
Q

operant condi

A

consequences of operant response effect chances/response occur in future

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29
Q

skinner box

A

rat got food when pushed lever

all automated, more convenient

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30
Q

skinnerisms

A

behaviorists

did not believe in mental terms/ experiments

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31
Q

skinner’s reinforcer/ punisher

A

reinforcer ex. when brush teeth don’t get cavities, therefore don’t have to get teeth drilled at dentist

punisher ex. when winter and don’t wear hat, ears get frostbit and hurts. therefore, next time go outside wear a hat

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32
Q

operant response

A

beh has effect on environment

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33
Q

radical beh

A

all human learning happens thru operant/classical conditioning

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34
Q

shaping

A

reward animal for successful approximations until final goal is met

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35
Q

operant condi- extinction

A

lack of reinforc

has NOT unlearned

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36
Q

class. condi v operant cond.- extinction

A

cc- failure pair CS w/ US

oc- no reinfor after operant response

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37
Q

partial reinf

A

reinforce once in a while

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38
Q

fixed ratio

A

ex. pop from pop machine

every nth response = reinf

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39
Q

var ratio

A

ex. slot machine
unpredictable
on average reinf every nth response

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40
Q

fixed interval

A

ex. paycheck

every N min. theres reinf

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41
Q

var intervL

A

ex. on hold during call
unpredi
on average reinf every N min

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42
Q

reinf for initial learning

A

continuous

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43
Q

reinf for most responces

A

ratio reinf

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44
Q

reinf for slowest extinction

A

var ratio

ex. gamblers

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45
Q

discriminative stim

A

stim that indicates that operant responce be reinforced
depends on situation
ex. ask mom for cookie and says no. asks dad for cookies and says yes. dad acts as disc. stim now

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46
Q

discrim stim and reinforcement

A

discrim stim can become reinforcer

ex. blue light = discrim stim but also reinforcer bc light= food

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47
Q

chaining

A

link together actions

start from final goal and work back

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48
Q

primary reinf

A

something reinfo from birth
natural
ex. need for food when hungry

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49
Q

secondary reinf

A

something becomes reinf w/ training

ex. value of money

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50
Q

reinforcemnet v punishment

A

reinf- inc responding

punish- dec responding

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51
Q

positive reinf

A

arrival/intro of a stim

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52
Q

negative reinf

A

withdrawl of stim

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53
Q

postive reinf ex

A

ex. give candy bc cleaned room

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54
Q

positive punishment

A

spank kid bc spilled food

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55
Q

negative reinfo

A

turn off radio in car (that was annoying), bc kid did something good

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56
Q

negative punishment

A

take away phone bc talked back

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57
Q

reinfor or punishment work better?

A

reinfo
more work early on, Faster
punish
can be lazy
doesn’t teach kid what to do, only what not to do
if used* time outs are better than physical stim

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58
Q

ex. operant conditioning in real world

A

grades
police/ laws
job, ex promotion or raise

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59
Q

operant conditioning mistakes ex cobra effect

A

offered money for every dead cobra
ppl actually bred and killed cobra and then released them onto the streets
problem worse than start, pop. increased

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60
Q

operant conditioning mistakes parenting ex

A

kid misbehaves and recieves attention from parents

thinks only way to get attention is misbeh

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61
Q

class. condit v operant condi

A

class cond
stimuli than response
reflexive behavior

operant cond
response than stim
NO reflexive beh (deliberate)
more common in humans

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62
Q

relationship between brain and computer

A

brain stores info like computer

computer architecture ex

63
Q

computer calculations= brain calculations

A

if both are alike

cognition and mental study IS science

64
Q

sensory memory

A 
buffer memory
get info from sense organs
duration = .3 to 2 seconds
ex. if try and paint picture of whole room.  can only paint certain things with time limit
capacity- unlimited
65
Q

sensory memory

A

visual
spurling ex
auditory
echo

66
Q

sensory mem to working mem

working mem to long term mem

A

attention
has be concious effort

encoding

67
Q

working memory

A

more active than STM
info from sensory mem (attention) and LTM
duration- as long as rehearsed/ mainteained
ex. remembering phone number
capacity- small (7 items)

68
Q

working mem- phonologial loop

A

verbal
subvocal repititions (talking in head)
7 items
larger for people who can speak faster or rehearse info in head faster

69
Q

working memory- visuspatial sketch pad

A

holds mental images/ pictures
(non-verbal info)
ex. windows in your home

70
Q

working memory- central executive

A

organizes, controls, manipulates info in working mem

71
Q

WM- central executive- attention, retrieval, encoding

A

attention- gets info from SM
retrieval- gets info from LTM
encoding- sends info to LTM

72
Q

Long Term Memory

A

gets info from WM
duration- whole lifetime
capacity- unlimited

73
Q

relationship between knowing more and knowing more

A

more memory= inc memory learning

if know about topic, can apply heirarchal organ and reg. organization

74
Q

LTM info to WM

A

sends info via retrieval

ex. 3rd grade teacher name is in LTM

75
Q

information processing model- serial position curve

A

easier to mem. first and last words
first- inc chance into LTM
last- WM (not faded yet)

76
Q

Levels of processing model

A

length/ kind of storage not matter

way in which ENCODED

77
Q

shallow encoding

A

repeating facts

usually forget fast

78
Q

deep encoding

A 
more meaningful (make connections)
better recall and less forgetting overtime
79
Q

ex. of levels of processing

A

words in all caps
words that rhyme with pop
items you can find in CVS
shallow to deep

80
Q

recall

A

linked to lvl of processing (shallow v deep)

more complicated conn at time of presentation/ encoding = better recall

81
Q

problems with Levels theory

A

no quantitative def. of “depth”
repititon of info sometimes remains only in WM
ex. shallow = repeating bob’s number in head to call

82
Q

vote rehearsal

A

simple rep = encoding
ex. note cards or SS#
forget faster and takes longer to learn

83
Q

elaboration

A

encoding
tie info to other mem. in LTM
ex. make example of story

84
Q

organization

A

more useful than elabor
ex. chunking list of words
PEMDAS

85
Q

organization- heirarchal organization

A 
items are nested and grouped together
ex. brush border or pancreatic protease
         endo/exo peptidase
               trypsin
350% better recall
less time and longer recall
86
Q

dual coding theory of mental representations

A

store info verbally and nonverbally (image)

87
Q

retrieval and time

A

if recall info more than once since initial memorization not matter how long ago it was

88
Q

forgetting from LTM

A

info cannot go farther than LTM and be lost

likely interference w/ o/ info makes hard to recall

89
Q

retroactive interference

A

after
ex psy, soc, psy
addition of o/ info causes confusion

90
Q

proactive interference

A

before
ex. psy, soc, soc
addition of o/ info causes confusion

91
Q

strength of interference factors

A

lists can be grouped into categories
ex. animals and office supplies
more alike things are, easier to confuse

92
Q

interference benefit

A

link examples and elborate on subjects between diff. classes

93
Q

retrieval cues

A

ex. when someone says a word or place and suddenly remember

94
Q

association by contiguity

A

ex. ocean and sharks

b/ occur together in own experience

95
Q

association by similarity

A

ex. baseball and softball

both sports with diff. size balls

96
Q

encoding specificity principle

A

cues present during encoding period act as retrieval stimulus
ex. break leg and name of state

97
Q

context- dependant memory

A

cues in environment during time of encoding can act as retrieval stim
ex. scores generally better when take test in same room as lecture

98
Q

state-dependant memory

A

physiological and emotional state during encoding can act as retrieval stim
ex. hyper from coffee in lecture = need be hyper from coffee for test

99
Q

explicit memory parts

A

semantic and episodic

100
Q

implicit memory parts

A

priming and procedural

101
Q

explicit mem

A

enters persons concious thoughts

ex. memory of 3rd grade teacher

102
Q

semantic mem

A

explicit mem
knowledge of world/ ideas
ex. laws of gravity

103
Q

episodic mem

A

explicit mem
past experiences and how felt
ex. food for lunch

104
Q

implicit mem

A

previously aquired info influences thoughts/ actions when not consciously aware
ex. don’t know specific street names to turn on but can get there driving

105
Q

priming

A

implicit mem

percept and concept priming

106
Q

percept priming

A

ex. word water

only shown for milisecond

107
Q

conceptual priming

A

penguin ex

if primed w/ penguin, when asked name a bird. more likely to name penguin

108
Q

procedural memory

A

cannot describe, just know how to do it

ex. basketball or driving

109
Q

HM

A 
had temporal-lobe amnesia
could not remember new things
could keep info if constantly rehearesed
showed that- memory divided into LTM and WM
implicit memory not equal explicit mem
110
Q

diff btw implicit and explicit

A

implicit (not aware) ex- inc guitar skills w/ each week

explicit (concious) ex- claimed never touched or seen a guitar

111
Q

Korsakoff’s syndrome

A

from alcoholics
hippocampus damaged
can’t encode new memories
have poor nutrition

112
Q

Lavidge and steiner model of buying

A 
1- awareness (if ppl not aware = fail)
2- knowledge
3- liking
4- preference
5- conviction
6- purchase
*if don't have 1-5 cant have 6
113
Q

purpose of ads

A

catch attention

be memorable and distinctive

114
Q

Zielske experiment

A

weekly exposure to ads

% recall inc with time

115
Q

Bekerian and Baddeley ex

A

british radio frequency
eventhough exposed over 1000 times
only 1/4 ppl knew frequency

116
Q

cognitive psychologists implicit and explicit and ads

A

can be affected by sensory things w/out explicit memory of sight or sound
implicit= influential

117
Q

use of emplicit memory and ads

A

used to test ppl to determine effectiveness of ads

118
Q

magazine color procedure

A

look at 50 colored pages and rate memorability
incidental exposure and deliberate exposure
had to indicate whether seen pic before
DELIBERATE MORE MEM THAN INCIDENTAL
*liked old pictures better no matter if incid or delib

119
Q

explicit mem and ad effectiveness

A

using dep measures based on explicit mem will make advertising appear less useful than actually is

even though commerce. dumb, may still convince you to buy product bc you’ve at least heard of it

120
Q

forms of baby studies

A

scanning tasks (see what prt of object infant looks at)
preference tasks
hold two objects and see what one they like
EEG
electroencephalogram
measures brain waves

121
Q

habituation/ dishab paradigm- selective looking

A

hab phase- baby gets bored w/ first stim
test phase- show baby 2nd stim
if baby interested, means can tell diff. btw 1st and 2nd

122
Q

habituation/ dishab paradigm- high amp sucking

A

if interested or scared or excited
sucking freq and intensity inc
able to tell diff in moods bc sucking will change

123
Q

babies and exploration

A

genetically programmed to explore

not have to be taught

124
Q

assimilation

A

no learning or inc in cog. dev.
no new scheme created or old scheme altered
ex. given calc. and chews on corner v adding

125
Q

accommodation

A

altering old scheme and introducing new things
inc cog dev
ex. teaching kids how to dribble basketball

126
Q

texture and pattern babies prefer

A

not smooth or plain

even more interested if manipulate item

127
Q

joint visual attention

A

around 6 mon
look where adults look
inc language dev- often people talk about objects and look at them at the same time

128
Q

social referencing

A

around 12 mon
react to faces of o/
ex. start crying if falls and mom’s face is horrified

129
Q

fear of heights

A

fear= when able to crawl

not fear= when have no control of own mvmnt- not favored by natural selection

130
Q

solid objects at 3mon

A

figure out 2 objects can’t occupy same space

ex. ball doesn’t roll through wall

131
Q

solid objects at 4mon

A

figuring out gravity
expect boxes to fall from mid air
BUT
don’t expect objects on edge of ledge to tip and fall (don’t understand center of gravity yet)

132
Q

object permanence

A

piaget

idea objects continue to exist even when disappear from view

133
Q

testing object perm- simple hiding test

A

show kid toy
hide under napkin (kid watches)
under 5 mon think disappeared

134
Q

testing object perm- changing hiding place problem

A 
show kid toy
hide under napkin multiple times
kid learns reach under napkin
then hide toy under diff. napkin
under 10-12 mon only look for toy under 1st napkin
135
Q

invisible displacement problem

A 
show kid toy
close hand around toy
move toy to under cup
bring closed hand back
18mon+ can figure out toy is under cup
136
Q

mastery age for object permanence

A

18months

137
Q

failure in piagets tests- piaget v baillargeon

A

piaget- kids not understand object perm

baillargeon- infants cannot plan complex sequence of mvmnts

138
Q

baillargeon experiment to prove piaget wrong

A

made own screen experiment

3.5 mon have object perm bc surprised when screen flipped up

139
Q

Piagets theory (cog dev)

A

cog dev. = kids own actions on environment

not from social interaction w/ others

140
Q

scheme

A

mental concept of how to do something
dev more scheme w/ time
more schemes= more cog. dev.
*help child understand world

141
Q

operations- piaget’s theory

A

reversible actions contribute to mental dev

ex. knowing diff shapes of clay = same amnt

142
Q

stage 1- sensorimotor

A

thought=action
sucking on ball, not thinking about throwing it
birth-2yrs

143
Q

stage 2-preoperational

A

think about abstract ideas/ items not present

objects can function as symbols

144
Q

stage 2-preoperational ex

A 
juice 
pour diff glasses = diff amnt 
age 2-7 
schemes not reversible
    based on appearances not principles
145
Q

Vygotsky dev. theory

A

learning before dev
learn but cannot demonstrate
ex. help w/ puzzle

146
Q

vygotsky dev theory w/ time

A

can’t do
can do w/ help
can do on own

147
Q

zone actual dev +

zone proximal dev

A

tasks can complete on own

tasks can do w/ assistance

148
Q

scaffolding

A

amnt support person gives child

149
Q

vygotsky perspective

A

sociocultural

NOT natural world that helps w/ dev

150
Q

fun of language

A

foundation of though and cognition

ex. talking to self / pretending inc social skills

151
Q

problems w/ piaget’s theory

A

underestimates role social environment
vague (what scheme mean)
children more competent and adults less than thought

152
Q

stage 3- concrete operations

A

think about reversible conseq.
understand ball ex
*don’t understand higher-order principles of conservation
7-12 yrs

153
Q

stage 4- formal operations

A

understand mat can’t appear or disappear
all same amnt just in diff shape
adolescence through childhood
think abt operations that physically impossible

Psychology 101 (7 decks)

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