Exam 3 Flashcards
(153 cards)
1
Q
Aristotle’s law of assoc by contiguity
A
if 2 items occur together enough in time and space
you will associate them
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
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.
4
Q
solution to no mind science
A
operationalism
dev by physicist
5
Q
operational definition
A
specific process of validity test
thing has to be publically acessible
others have be able to independ measure
6
Q
general result of operationalism
A
operationalism opened door to study mind and mental activity
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
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
9
Q
Pavlov’s first experiment
A
gave dog meat and collected amnt droll
figured out dog drolled when heard sound footsteps instead
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
11
Q
components of classical conditioning
A
uncond stim neutral stim conditioned stim unconditioned resonse conditioned response
12
Q
uncond stim
A
ex. food
unlearned or natural
13
Q
neutral stim
A
happens before learning
ex. bell
14
Q
conditioned stim
A
happens after learning
altered beh
ex. bell
15
Q
unconditioned response
A
drool
ex. reflex happens when observe food
natural response
16
Q
conditioned response
A
drool
learned beh when hear bell ring
ppl don’t droll on command when bell rings usually
17
Q
before learning (class. condi)
A
unconditioned stim
neutral stim
unconditioned response
18
Q
after learning (class. condi)
A
conditioned stim
conditioned response
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
20
Q
recovery
A
CR recovers after being extinct
ex. drool w/ bell
21
Q
class. conditioning and spontaneous recovery
A
not equal learning
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
23
Q
discrimmination training (class. condi)
A
responses to CS paired w/ US
ex. bell no meat
application- find out sensory ability of animals
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
25
conditioned drug response
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
26
cat and puzzle box
pull rope in middle of box to get food
27
thorndike's law of effect
reponse results in pleasure is more likely to be repeated
| response results in pain less likely be repeated
28
operant condi
consequences of operant response effect chances/response occur in future
29
skinner box
rat got food when pushed lever
| all automated, more convenient
30
skinnerisms
behaviorists
| did not believe in mental terms/ experiments
31
skinner's reinforcer/ punisher
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
32
operant response
beh has effect on environment
33
radical beh
all human learning happens thru operant/classical conditioning
34
shaping
reward animal for successful approximations until final goal is met
35
operant condi- extinction
lack of reinforc
| has NOT unlearned
36
class. condi v operant cond.- extinction
cc- failure pair CS w/ US
| oc- no reinfor after operant response
37
partial reinf
reinforce once in a while
38
fixed ratio
ex. pop from pop machine
| every nth response = reinf
39
var ratio
ex. slot machine
unpredictable
on average reinf every nth response
40
fixed interval
ex. paycheck
| every N min. theres reinf
41
var intervL
ex. on hold during call
unpredi
on average reinf every N min
42
reinf for initial learning
continuous
43
reinf for most responces
ratio reinf
44
reinf for slowest extinction
var ratio
| ex. gamblers
45
discriminative stim
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
46
discrim stim and reinforcement
discrim stim can become reinforcer
| ex. blue light = discrim stim but also reinforcer bc light= food
47
chaining
link together actions
| start from final goal and work back
48
primary reinf
something reinfo from birth
natural
ex. need for food when hungry
49
secondary reinf
something becomes reinf w/ training
| ex. value of money
50
reinforcemnet v punishment
reinf- inc responding
| punish- dec responding
51
positive reinf
arrival/intro of a stim
52
negative reinf
withdrawl of stim
53
postive reinf ex
ex. give candy bc cleaned room
54
positive punishment
spank kid bc spilled food
55
negative reinfo
turn off radio in car (that was annoying), bc kid did something good
56
negative punishment
take away phone bc talked back
57
reinfor or punishment work better?
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
58
ex. operant conditioning in real world
grades
police/ laws
job, ex promotion or raise
59
operant conditioning mistakes ex cobra effect
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
60
operant conditioning mistakes parenting ex
kid misbehaves and recieves attention from parents
| thinks only way to get attention is misbeh
61
class. condit v operant condi
class cond
stimuli than response
reflexive behavior
operant cond
response than stim
NO reflexive beh (deliberate)
more common in humans
62
relationship between brain and computer
brain stores info like computer
| computer architecture ex
63
computer calculations= brain calculations
if both are alike
| cognition and mental study IS science
64
sensory memory
```
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
sensory memory
visual
spurling ex
auditory
echo
66
sensory mem to working mem
| working mem to long term mem
attention
has be concious effort
encoding
67
working memory
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
working mem- phonologial loop
verbal
subvocal repititions (talking in head)
7 items
larger for people who can speak faster or rehearse info in head faster
69
working memory- visuspatial sketch pad
holds mental images/ pictures
(non-verbal info)
ex. windows in your home
70
working memory- central executive
organizes, controls, manipulates info in working mem
71
WM- central executive- attention, retrieval, encoding
attention- gets info from SM
retrieval- gets info from LTM
encoding- sends info to LTM
72
Long Term Memory
gets info from WM
duration- whole lifetime
capacity- unlimited
73
relationship between knowing more and knowing more
more memory= inc memory learning
| if know about topic, can apply heirarchal organ and reg. organization
74
LTM info to WM
sends info via retrieval
| ex. 3rd grade teacher name is in LTM
75
information processing model- serial position curve
easier to mem. first and last words
first- inc chance into LTM
last- WM (not faded yet)
76
Levels of processing model
length/ kind of storage not matter
| way in which ENCODED
77
shallow encoding
repeating facts
| usually forget fast
78
deep encoding
```
more meaningful (make connections)
better recall and less forgetting overtime
```
79
ex. of levels of processing
words in all caps
words that rhyme with pop
items you can find in CVS
shallow to deep
80
recall
linked to lvl of processing (shallow v deep)
| more complicated conn at time of presentation/ encoding = better recall
81
problems with Levels theory
no quantitative def. of "depth"
repititon of info sometimes remains only in WM
ex. shallow = repeating bob's number in head to call
82
vote rehearsal
simple rep = encoding
ex. note cards or SS#
forget faster and takes longer to learn
83
elaboration
encoding
tie info to other mem. in LTM
ex. make example of story
84
organization
more useful than elabor
ex. chunking list of words
PEMDAS
85
organization- heirarchal organization
```
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
dual coding theory of mental representations
store info verbally and nonverbally (image)
87
retrieval and time
if recall info more than once since initial memorization not matter how long ago it was
88
forgetting from LTM
info cannot go farther than LTM and be lost
| likely interference w/ o/ info makes hard to recall
89
retroactive interference
after
ex psy, soc, psy
addition of o/ info causes confusion
90
proactive interference
before
ex. psy, soc, soc
addition of o/ info causes confusion
91
strength of interference factors
lists can be grouped into categories
ex. animals and office supplies
more alike things are, easier to confuse
92
interference benefit
link examples and elborate on subjects between diff. classes
93
retrieval cues
ex. when someone says a word or place and suddenly remember
94
association by contiguity
ex. ocean and sharks
| b/ occur together in own experience
95
association by similarity
ex. baseball and softball
| both sports with diff. size balls
96
encoding specificity principle
cues present during encoding period act as retrieval stimulus
ex. break leg and name of state
97
context- dependant memory
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
state-dependant memory
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
explicit memory parts
semantic and episodic
100
implicit memory parts
priming and procedural
101
explicit mem
enters persons concious thoughts
| ex. memory of 3rd grade teacher
102
semantic mem
explicit mem
knowledge of world/ ideas
ex. laws of gravity
103
episodic mem
explicit mem
past experiences and how felt
ex. food for lunch
104
implicit mem
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
priming
implicit mem
| percept and concept priming
106
percept priming
ex. word water
| only shown for milisecond
107
conceptual priming
penguin ex
| if primed w/ penguin, when asked name a bird. more likely to name penguin
108
procedural memory
cannot describe, just know how to do it
| ex. basketball or driving
109
HM
```
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
diff btw implicit and explicit
implicit (not aware) ex- inc guitar skills w/ each week
| explicit (concious) ex- claimed never touched or seen a guitar
111
Korsakoff's syndrome
from alcoholics
hippocampus damaged
can't encode new memories
have poor nutrition
112
Lavidge and steiner model of buying
```
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
purpose of ads
catch attention
| be memorable and distinctive
114
Zielske experiment
weekly exposure to ads
| % recall inc with time
115
Bekerian and Baddeley ex
british radio frequency
eventhough exposed over 1000 times
only 1/4 ppl knew frequency
116
cognitive psychologists implicit and explicit and ads
can be affected by sensory things w/out explicit memory of sight or sound
implicit= influential
117
use of emplicit memory and ads
used to test ppl to determine effectiveness of ads
118
magazine color procedure
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
explicit mem and ad effectiveness
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
forms of baby studies
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
habituation/ dishab paradigm- selective looking
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
habituation/ dishab paradigm- high amp sucking
if interested or scared or excited
sucking freq and intensity inc
able to tell diff in moods bc sucking will change
123
babies and exploration
genetically programmed to explore
| not have to be taught
124
assimilation
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
accommodation
altering old scheme and introducing new things
inc cog dev
ex. teaching kids how to dribble basketball
126
texture and pattern babies prefer
not smooth or plain
| even more interested if manipulate item
127
joint visual attention
around 6 mon
look where adults look
inc language dev- often people talk about objects and look at them at the same time
128
social referencing
around 12 mon
react to faces of o/
ex. start crying if falls and mom's face is horrified
129
fear of heights
fear= when able to crawl
| not fear= when have no control of own mvmnt- not favored by natural selection
130
solid objects at 3mon
figure out 2 objects can't occupy same space
| ex. ball doesn't roll through wall
131
solid objects at 4mon
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
object permanence
piaget
| idea objects continue to exist even when disappear from view
133
testing object perm- simple hiding test
show kid toy
hide under napkin (kid watches)
under 5 mon think disappeared
134
testing object perm- changing hiding place problem
```
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
invisible displacement problem
```
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
mastery age for object permanence
18months
137
failure in piagets tests- piaget v baillargeon
piaget- kids not understand object perm
| baillargeon- infants cannot plan complex sequence of mvmnts
138
baillargeon experiment to prove piaget wrong
made own screen experiment
| 3.5 mon have object perm bc surprised when screen flipped up
139
Piagets theory (cog dev)
cog dev. = kids own actions on environment
| not from social interaction w/ others
140
scheme
mental concept of how to do something
dev more scheme w/ time
more schemes= more cog. dev.
*help child understand world
141
operations- piaget's theory
reversible actions contribute to mental dev
| ex. knowing diff shapes of clay = same amnt
142
stage 1- sensorimotor
thought=action
sucking on ball, not thinking about throwing it
birth-2yrs
143
stage 2-preoperational
think about abstract ideas/ items not present
| objects can function as symbols
144
stage 2-preoperational ex
```
juice
pour diff glasses = diff amnt
age 2-7
schemes not reversible
based on appearances not principles
```
145
Vygotsky dev. theory
learning before dev
learn but cannot demonstrate
ex. help w/ puzzle
146
vygotsky dev theory w/ time
can't do
can do w/ help
can do on own
147
zone actual dev +
| zone proximal dev
tasks can complete on own
| tasks can do w/ assistance
148
scaffolding
amnt support person gives child
149
vygotsky perspective
sociocultural
| NOT natural world that helps w/ dev
150
fun of language
foundation of though and cognition
| ex. talking to self / pretending inc social skills
151
problems w/ piaget's theory
underestimates role social environment
vague (what scheme mean)
children more competent and adults less than thought
152
stage 3- concrete operations
think about reversible conseq.
understand ball ex
*don't understand higher-order principles of conservation
7-12 yrs
153
stage 4- formal operations
understand mat can't appear or disappear
all same amnt just in diff shape
adolescence through childhood
think abt operations that physically impossible
