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1
Q

E. L. Thorndike

A

BIG WIGS-LEARNING

“law of effect”

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2
Q

Kurt Lewin

A

BIG WIGS-LEARNING

“theory of association”

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3
Q

Ivan Pavlov

A

BIG WIGS-LEARNING

“classical conditioning”

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4
Q

John B. Watson

A

BIG WIGS-LEARNING

“school of behaviorism”

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5
Q

B. F. Skinner

A

BIG WIGS-LEARNING

“operant conditioning” “Skinner box”

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6
Q

Classical Conditioning

A

LEARNING

Pairing neutral stimulus paired with not so neutral stimulus creating a relationship

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7
Q

Neutral Stimulus (NS)

A

LEARNING

Classical conditioning: stimulus that does not produce a specific response on its own

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8
Q

Unconditioned Stimulus (UCS)

A

LEARNING

Classical conditioning: a not-so-neutral stimulus that elicits response without conditioning

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9
Q

Conditioned Stimulus (CS)

A

LEARNING
Classical conditioning: neutral stimulus (NS) that has been paired with a unconditioned stimulus (UCS) that pairs the NS with the UCS

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10
Q

Unconditioned Response (UCR)

A

LEARNING

Classical conditioning: naturally occurring response after exposure to unconditioned stimulus (UCS)

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11
Q

Conditioned Response (CR)

A

LEARNING

Classical conditioning: response that conditioned stimulus (CS) elicits after conditioing

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12
Q

Simultaneous Conditioning

A

LEARNING

Classical conditioning: unconditioned stimulus (UCS) and conditioned stimulus (CS) are presented at the same time

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13
Q

High-Order Conditioning/Second-Order Conditioning

A

LEARNING

Classical conditioning: Previous conditioned stimulus (CS) now acts a a unconditioned stimulus (UCS)

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14
Q

Forward Conditioning

A

LEARNING
Classical conditioning: conditioned stimulus (CS) is presented before unconditioned stimulus.
Two types delayed and trace

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15
Q

Delayed Conditioning

A

LEARNING
Classical conditioning: Forward Conditioning: conditioned stimulus (CS) is presented before the unconditioned stimulus (UCS) and lasts until UCS is presented

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16
Q

Trace Conditioning

A

LEARNING
Classical conditioning: Forward Conditioning: conditioned stimulus (CS) is presented and terminates before the unconditioned stimulus (UCS)

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17
Q

Backward Conditioning

A

LEARNING
Classical conditioning: conditioned stimulus (CS) is presented after the unconditioned stimulus (UCS)
Ineffective and only accomplishes inhibitory conditioning

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18
Q

Inhibitory Conditioning

A

LEARNING

Classical conditioning: after conditioning there pairing unconditioned stimulus (UCS) with conditioned stimulus (CS)

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19
Q

Operant Conditioning

A

LEARNING
AKA instrumental conditioning (Skinner) influences a response through reinforcement strategies. Do what rewards us and don’t do what doesn’t.

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20
Q

Skinner Box

A

LEARNING

Operant conditioning: box with a hole and a lever. pressing the lever released a treat

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21
Q

Shaping

A

LEARNING
Operant conditioning: reward for approaching, then touching, then acting. AKA differential reinforcement of successive approximatios

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22
Q

Primary Reinforcement

A

LEARNING

Operant conditioning: natural reinforcement - reinforces on its own without learning

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23
Q

Secondary Reinforcement

A

LEARNING

Operant conditioning: behaviors learned through society (money, prestige, awards)

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24
Q

Positive Reinforcement

A

LEARNING

Operant conditioning: positive event or reward that acts as stimulus increasing likelihood of response (giving)

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25
Q

Negative Reinforcement

A

LEARNING

Operant conditioning: reinforcement through the removal of a negative event (taking away)

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26
Q

Continuous Reinforcement Schedule

A

LEARNING

Operant conditioning: every correct response is met with some form of reinforcement (quickest but most fragile learning)

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27
Q

Partial Reinforcement Schedule

A

LEARNING

Operant conditioning: not all correct responses rewarded. (longer but resistant to extinction) four types

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28
Q

Fixed Ratio Schedule

A

LEARNING

Operant conditioning: partial reinforcement schedule: reinforcement after consistent number of correct responses

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29
Q

Variable Ratio Schedule

A

LEARNING

Operant conditioning: partial reinforcement schedule: reinforcement delivered without predictable ratio (slots) #!

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30
Q

Fixed Interval Schedule

A

LEARNING

Operant conditioning: partial reinforcement schedule: rewards came after a consistent amount of time

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31
Q

Variable Interval Schedule

A

LEARNING

Operant conditioning: partial reinforcement schedule: rewards delivered after differing time periods #2

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32
Q

Token Economy

A

LEARNING

Operant conditioning: artificial mini-economy (i.e. prisons) motivated by secondary reinforcers

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33
Q

Primary Drive

A

LEARNING

Motivation and Performance: Also known as instinctual drive (internal - hunger/thirst)

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34
Q

Secondary Drive

A

LEARNING

Motivation and Performance: Acquired drive - external - learned reinforcers

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35
Q

Exploratory Drive

A

LEARNING

Motivation and Performance: some individuals are motivated to try new things or explore their environment

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36
Q

Fritz Heider

A

LEARNING

Motivation and Performance: Balance theory

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37
Q

Homeostasis

A

LEARNING
Motivation and Performance: Homeostasis - humans are primarily motivated to maintain physiological or psychological homeostasis. Desire to be bakanced with respect to feelings, ideas, or behaviors. Called into question by individuals seeking out stimulation, novel experience, or self-destruction

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38
Q

Charles Osgood

A

LEARNING

Motivation and Performance: Congruity Theory

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39
Q

Percy Tannenbaum

A

LEARNING

Motivation and Performance: Congruity Theory

40
Q

Leon Festinger

A

LEARNING

Motivation and Performance: Congitive Dissonance Theory

41
Q

Clark Hull

A

LEARNING

Motivation and Performance: Performance = Drive x Habit. Motivated by drive then act according to old successful habits

42
Q

Edward Tolman

A

LEARNING
Motivation and Performance: Performance = Expectation x Value. People are motivated by goals that they think they might actually meet

43
Q

Expectancy-Value Theory

A

LEARNING

Motivation and Performance: Performance = Expectation x Value

44
Q

Victor Vroom

A

LEARNING

Motivation and Performance: Expectancy value in large organizations

45
Q

Henry Murray

A

LEARNING

Motivation and Performance: Need for Achievement

46
Q

David McClelland

A

LEARNING

Motivation and Performance: Need for Achievement

47
Q

Need for Acheivement

A

LEARNING

Motivation and Performance: people are motivated through a need to pursue success, avoid failure, or feel succesful

48
Q

John Atkinson

A

LEARNING
Motivation and Performance: people who set realistic goals with intermediate risk feel pride and want to succeed more than their fear of failure however unlikely to set risky goals

49
Q

Neil Murray

A

LEARNING

Motivation and Performance: Approach-Avoidance Conflict

50
Q

Approach-Avoidance Conflict

A

LEARNING
Motivation and Performance: conflict refers to the state one feels when a certain goal has pros and cons. the further one is from the goal the more one focuses on the pros the closer to the goal the more one focuses on the cons

51
Q

Hedonism

A

LEARNING
Motivation and Performance: the theory that individuals are motivated solely by what brings the most pleasure and the least pain

52
Q

The Premack Principle

A

LEARNING
Motivation and Performance: idea that people are motivated to do what they do not want to by rewarding themselves afterward

53
Q

Arousal

A

LEARNING
Motivation and Performance: Arousal is part of motivation and an individual must be adequately aroused to learn or perform

54
Q

Donald Hebb

A

LEARNING
Motivation and Performance: A medium amount of arousal is best for performance too little or too much hampers performance of tasks

55
Q

Yerkes-Dodson Effect

A

LEARNING
Motivation and Performance: optimal arousal is an inverted U with lowest performance occurring at the extremes of arousals

56
Q

Stimulus

A

LEARNING
Motivation and Performance: Stimulus refers to any event that an organism reacts to. First link in stimulus response chain

57
Q

Stimulus Discrimination

A

LEARNING

Motivation and Performance: ability to discriminate between different but similar stimuli

58
Q

Stimulus Generalization

A

LEARNING

Motivation and Performance: make the response to a group of similar stimuli

59
Q

Undergeneralization

A

LEARNING

Motivation and Performance: the failure to generalize a stimulus

60
Q

Response learning

A

LEARNING
Motivation and Performance: learning wherein one links together chains of stimuli and responses. one learns what steps to do in response to a particular trigger

61
Q

Perceptual/Concept Learning

A

LEARNING
Motivation and Performance: learning about something in general versus stimulus-response chains such as topics. Tolman’s cognitive maps of mazes rather than escape routes is example

62
Q

Aversive Conditioning

A

LEARNING
Motivation and Performance: uses punishment to decrease the likelihood of a behavior. For example drug antabuse which causes severe nausea and vomiting when taken with alcohol.

63
Q

Avoidance Conditioing

A

LEARNING

Motivation and Performance: teaches an animal how to avoid something the animal does not want

64
Q

Escape Conditioning

A

LEARNING

Motivation and Performance: teaches an animal to perform a desired behavior to get away from a negative stimulus

65
Q

Punishment

A

LEARNING
Motivation and Performance: promotes the extinction of an undesirable behavior. punishment is presented after an unwanted behavior is performed. this acts as a negative stimulus. punishment in the long run is not effective because it carries to o many negative effects

66
Q

Autonomic Conditioning

A

LEARNING

Motivation and Performance: refers to evoking responses of the autonomic nervous system through training

67
Q

State Dependent Learning

A

LEARNING
Motivation and Performance: refers to the concept that what a person learns in one state is best recalled in that state. State refers to a physiological state

68
Q

Extinction

A

LEARNING
Motivation and Performance: The goal is to encourage an organism to stop doing a particular behavior by repeatedly withholding reinforcement or disassociating the behavior from a particular cue

69
Q

Spontaneous Recovery

A

LEARNING
Motivation and Performance: the reappearance of an extinguished response even in the absence of further conditioning or training

70
Q

Latent Learning

A

LEARNING

Motivation and Performance: takes place even without reinforcement and the actual learning is revealed at another time

71
Q

Incidental Learning

A

LEARNING
Motivation and Performance: is like accidental learning like associating the car with the vet opposite of intentional learning

72
Q

Superstitious Behaviors

A

LEARNING
Motivation and Performance: occurs when someone “learns” that a specific action causes an event when in reality the two are unrelated

73
Q

Chaining

A

LEARNING
Motivation and Performance: the act of linking together a series of behaviors that ultimately result in reinforcement. one behavior triggers the next

74
Q

Habituation

A

LEARNING
Motivation and Performance: is decreasing responsiveness to a stimulus as a result of increasing familiarity with stimulus

75
Q

Sensitization

A

LEARNING

Motivation and Performance: is increased sensitivity to the environment following the presentation of a strong stimulus

76
Q

Overshadowing

A

LEARNING
Motivation and Performance: is a classical conditioning concept referring to an animal’s inability to infer a relationship between a particular stimulus and response due to the presence of a more prominent stimulus

77
Q

Autoshaping

A

LEARNING
Motivation and Performance: refers to experiments in which an apparatus allows an animal to control its reinforcements through behaviors such as bar pressing or key pecking

78
Q

Social Learning Theory

A

LEARNING
Motivation and Performance: posits that individuals learn through their culture. People learn what are acceptable and unacceptable behaviors through interacting in society

79
Q

Observational Learning

A

LEARNING

Motivation and Performance: simply the act of learning something by watching

80
Q

Modeling

A

LEARNING

Motivation and Performance: concept within social learning that refers to learning and behaving by imitating others

81
Q

Albert Bandura

A

LEARNING
Motivation and Performance: Modeling using bobo doll - children who witnessed physiscal abuse against a blow up doll did the same thing during playtime with a bobo doll

82
Q

John Garcia

A

evolution makes you programmed to learn certain connections called preparedness

83
Q

Preparedness

A

connection between nausea and food is automatic and can cause a reaction after only one exposure Garcia effect

84
Q

M E Olds

A

performed experiments stimulating pleasure centers - evidence against the drive-reduction theory

85
Q

Continuous Motor Tasks

A

A continuous motion once started continues naturally. Easier to learn

86
Q

Discrete Motor Tasks

A

motion that is divided into different parts that do not facilitate the recall of each other

87
Q

Positive Transfer

A

previous learning that makes it easier to lean another task later (more difficult is negative transfer)

88
Q

Age affects learning

A

Humans are primed to learn between the ages of 3 and 20

89
Q

Learning Curve

A

refers to the fact that when learning something new the rate of learning changes over time - negative and positive rates of acceleration

90
Q

Herman Ebbinghaus

A

Described the learning curve

91
Q

Educational Psychology

A

branch of psychology is concerned with how people learn in educational settings

92
Q

Thorndike

A

credited with writing the first educational psychology textbook in 1903

93
Q

Aptitude

A

refers to a set of characteristics that are indicative of a person’s ability to learn

94
Q

Cooperative Learning

A

involves students working on a project together in small group

95
Q

Scaffolding Learning

A

occurs when a teacher encourages the student to learn independently and provides assistance with topics or concepts that are difficult

GRE PSYCH (12 decks)

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