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Intro to Psych > EXAM 3 - Psych > Flashcards

EXAM 3 - Psych Flashcards

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1
Q

Drive Theory

A

Deviations from homeostasis create a physiological need
-Sate of tension

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2
Q

Drive Reduction

A

State of relief
Goal : Homeostasis

EX: low fluid = need – thirsty = drive

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3
Q

Insentive Theories

A

Insentives (rewards) pull behavior in a particular direction

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4
Q

Intrinsic Rewards

A

Internal
Makes you feel happy / accomplished / proud

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5
Q

Extrinsic Rewards

A

External
Verbal validation, money, job

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6
Q

Physiological Mechanisms

Regulation of Eating

A

-Stomach distension
-CCK hormone
-Blood glucose / insulin levels
-metabolic rate –> how much energy a person uses
-Leptin hormone –> low fat = low leptin = more eating

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7
Q

Brain Mechanisms

Regulation of eating

A

Hypothalamus –> Regulates eating

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8
Q

Anorexia Nervosa

A

Severe restricted food intake / refusal to maintain healthy weight

Intense FEAR of gaining weight

Distorted body image

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9
Q

Bulimia Nervosa

A

Cycles of binge eating and purging

over exercise

Fear of becoming overweight

Depression and/or anxiety

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10
Q

Maslow’s Hierarchy of Needs

A
  1. Physiological Needs
  2. Safety Needs
    basic needs
  3. Belongingness and Love Needs
  4. Esteem Needs
    psychological needs
  5. Self-actualization
    Self-fufillment needs
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11
Q

Elements of Emotion

A
  1. Stimulus
    Experience
  2. Behavior
    verbal / non-verbal
  3. Cognitive appraisal
    How we’ll be impacted by situation
    Label emotion

*exact order is not clear

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12
Q

Yerkes-Dodson Law

A

A simple task if performed best when arousal levels are relatively high and complex tasks, better when levels are low

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13
Q

Principles of Happiness:

Adaptation - Levels principle

A

-Happiness is relative to our prior experience

EX: You’re not happy w B’s anymore
EX: New phone –> you want something better

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14
Q

Principles of Happiness

Relative Deprivation Principle

A

-Happiness is relative to other’s attainments

EX: comparing salaries

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15
Q

James - Lange Theory

A

Stimulus –> Behavior –>Emotion

Snake –> Sweating, Heart –> Fear

Sympathetic nervous system would initiate physiological arousal first

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16
Q

Cannon - Board Theory

A

Stimulus –> Behavior +Emotion

Snake –> Sweating + Fear

Fear and fight or flight response happen at SAME TIME

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17
Q

Schachter - Signer Two-Factor Theory

A

Stimulus–>Behavior+Label–>Emotion

Snake –> Sweating + Scared –> Fear

Physiological arousal is interpreted in context to produce the emotional experience

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18
Q

Dimensional Theory

A

Emotion exist on a continuum

Pleasant <—–> Unpleasant
Low arousal <—–> High arousal

Importance of context

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19
Q

Learning

A

A relatively permanent change in behavior due to experience

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20
Q

Classical Conditioning

A

Pavlov
Process by which we learn to associate stimuli, and anticipate events

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21
Q

Unconditioned Stimulus
UCS

A

A stimuli that elicits a reflexive response in an organism

Meat Powder

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22
Q

Unconditioned Response
UCR

A

A natural (unlearned) reaction to a given stimulus

Dogs salivation

Meat Powder (UCS) = Salivation (UCR)

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23
Q

Neutral Stimulus
NS

A

Stimulus that does not naturally elicit a response
Presented immediate before a UCS

Sound of bell

Tone (NS) + Powder (UCS) = Salivation (UCR)

24
Q

Conditioned Stimulus
CS

A

Stimulus that elicits a response after repeatedly being paired with an unconditioned stimulus

25
Q

Conditioned Response
CR

A

Behavior caused by the conditioned stimulus

Tone (CS) = Salivation (CR)

26
Q

Classical Conditioning
Example

A

UCS - Chemotherapy drugs
UCR - Vomiting
NS - Doctors office

CS - doctors office
CR - vomiting

27
Q

Acquisition

A

Initial period of learning

Organism learns to connect a neutral stimulus and an unconditioned stimulus

28
Q

Extinction

A

Decrease in the conditioned response when the unconditioned stimulus is no longer presented with the conditioned stimulus

29
Q

Spontaneous Recovery

A

Return of a previously extinguished conditioned response following a rest period

30
Q

Stimulus Discrimination

A

Organism learns to respond to differently to various stimuli that are similar

EX: cat learned to discriminate between sound of can opener and sound of electric mixer

31
Q

Stimulus Generalization

A

organism demonstrates the conditioned response to stimuli that are similar to the conditioned stimuli

32
Q

Operant conditioning

A

Organism learn to associate behavior and its consequences

More pleasant –> more likely to be repeated

Skinner
Reinforcement and Punishment

33
Q

Reinforcement

A

Positive Reinforcement :
A desirable stimulus is added to increase a behavior

Negative Reinforcement:
Undesirable stimulus is removed to increase a behavior

most effective way

34
Q

Punishment

A

Positive Punishment:
Add an undesirable stimulus to decrease a behavior

Negative Punishment:
Remove unpleasant stimulus to decrease behavior

35
Q

Continuous Reinforcement

A

When an organism receives a reinforcer each time it displays a behavior

*quickest way to teach a behavior

36
Q

Partial Reinforcement

A

Organism does not get reinforced every time they perform a desired behavior

-Fixed Interval
Slow
Least productive
Easiest to extinguish

-Variable Interval
-Fixed Ratio
-Variable Ratio
high and steady response rate

37
Q

Observational Learning

A

Bandura

Bobo Doll experiment

Vicarious Reinforcement:
Model was reinforced for their behavior, you will be more motivated to copy them

Vicarious Punishment:
Model is punished, less likely to be motivated to copy them

38
Q

Modal Model of Memory

Atkinson and Chiffon

A

Input
|||
Sensory Memory
|||
Short term memory –> Output
Rehearsal
|||
^^^
|||
Long term Memory

39
Q

Sensory Memory

A

Stores A LOT of sensory info.
Very SHORT time

Visual and Auditory

40
Q

Short-Term Memory

A

Stores SMALL amount of info, for a SHORT period

Capacity:
7+- 2

41
Q

Chunking

A

Small units can be chunked into larger units

-Increases the amount of info we can hold

42
Q

Short term vs Working memory

A

-Short term storage of information
-Working memory manipulation of stored info.

43
Q

Components of Working Memory

Phonological Loop

A

Holds VERBAL and AUDITORY info

44
Q

Components of Working Memory

Visual Sketch Pad

A

Holds visual and spatial info
Visual imagery

EX: Ability to go home

45
Q

Components of Working memory

Episodic Buffer

A

-Increases storage capacity
-Improves communication w/ long-term memory

46
Q

Components of Working memory

Central Executive

A

-“control center: of working memory
-“attention controller”

47
Q

Long-term Memory

A

-Stores info for long periods of time

-Can’t get to long term, if short-term is damaged

48
Q

Primacy Effect

A

Better memory for words at beginning

TRANSFERRED to long term

More time to recognize

49
Q

Recency Effect

A

Better memory for words at end

Still in short term

50
Q

Types of Long-Term Memory:

Explicit / Declarative

A

Memories we are aware of
Facts, events, things, personal experiences

Episodic:
Memory for personal experiences

Semantic:
Memory for facts, vocabulary, concepts, etc

Case Study: Frederick
Semantic memory worked well

51
Q

Types of Long-Term Memory:

Implicit / Non-declarative

A

Knowledge that influences our thought and behavior w/o conscious remembering

Procedural Memory:
Memory to carryout an activity w/o conscious thought

52
Q

Encoding

A

The process of acquiring information

Transferring it to long-term

53
Q

Retrieval

A

Process of Recovering previously encoded information

Transferring from LTM to WM

54
Q

Way you encode affects retrieval:

Maintenance Rehearsal

A

Repeating numbers

-Poor memory
-Poor retrieval

55
Q

Way you encode affects retrieval:

Elaborative Rehearsal

A

Relate info. to something meaningful

-Better memory
-Better retrieval

56
Q
A

Intro to Psych (29 decks)

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