Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Toby Psychology Y2 > learning theory, health beliefs and behaviour + social psychology > Flashcards

learning theory, health beliefs and behaviour + social psychology Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

What are the 4 stages of the memory process

A

Registration
Encoding
Storage
Retrieval

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

What are the different types of long term memory

A

Non-declarative - knowledge of how to interact with object without thinking

Declarative - store of knowledge

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

What are the different types of declarative memory

A

Episodic - related to personal experience
Semantic - facts
Working - short term

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

Left vs right hemisphere

A 
Left = verbal info
Right = non-V
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is broca’s area

A

important for producing speech

In left frontal lobe

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

Features of broca’s aphasia

A

non-fluent speech, impaired repetition, intact comprehension, poor speech

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

What is wernicke’s area

A

Understanding language

in posterior tempero-parietal area

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

Features of wernicke’s aphasia

A

fluent, meaningless speech, substitute words with similar meaning/sound

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

What is the focus of palliative care

A

More focus on improving quality of life rather than extending it
choice/control from patient is paramount
adress medical, psychological, social and spiritual aspects

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

What is the dual process model of bereavement

A

people move between loss-orientated and restoration orientated actions

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

What are the parts of COM-B

A

capability, obedience, motivation, behaviour

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

Give 3 behaviour change techniques

A

self-monitoring
motivational interviewing
incentives

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

What is adherence

A

extent to which patients follow through with decisions about medicine takings

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

What is concordance

A

extent to which patients are successfully supported in decisions and adherence

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

What are gestalts 4 laws

A

Continuity - eye compelled to move through one objects and continue to another
Similarity - group similar objects together
Proximity - group close objects together
Closure - group things together if they are seen to complete an entity

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

What is apperceptive agnosia

A

Failure to integrate the percetual elements of a stimulus
Can perceive indiv elements but not a whole
Due to damage to lower level occipital regions

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

What is associative agnosia

A

failure of retrieval of sematic info
Can perceive shape, colour etc but cannot recognise
damage to higher level occipital regions

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

habituation vs sensitisation

A 
hab = dec in strength of response to repeated stimuli
Sensitisation = inc
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What is thorndykes law of effect

A

response followed by satisfying response will be more likely to occur

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

What is the effect of education of education on behaviour

A

effective for discrete behaviour but not for complex (on its own)

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

What is the expectation value principle

A

for an individual to maintain/implement a behaviour for their help they need to have a high level of expectancy that the behaviour will lead to a certain outcome and need to value that outcome

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

give 3 ways of resolving dissonance

A

change behaviour
acquire new info
reduce importance of cognitions

23
Q

What is group polarisation

A

tendency for people to make more extreme decision when they are in a group as opposed to when they are alone

24
Q

representative heuristics

A

subjective probability that a stimulus belongs to a particular class based on how ‘typical’ of that class that it appears to be

25
Q

availability heuristics

A

probabilities are estimated on how easily/vividly they can be called to mind. People tend to overestimate probability of dramatic events and heavily weight judgements towards more recent information

26
Q

Terminology of classical conditioning (UCS, CS, UCR ,CR)

A
  • Unconditioned stimulus (UCS) – elicits reflexive or innate response without prior learning
  • Conditioned stimulus (CS)– a stimulus that comes to elicit a coordinated response similar to UCS
  • Unconditioned response (UCR)/conditioned response (CR)
27
Q

When is classical conditioning strongest

A

Repeated CS-UCS pairings

UCS is more intense

Short time interval between CS and UCS

28
Q

What is stimulus generalisation

A

the tendency to respond to stimulus that are similar but not identical

29
Q

What is stimulus discrimination

A

ability to respond differently to similar stimuli

30
Q

What is operant conditioning

A

learning one things leads to annnother

31
Q

reinforcement vs punishment

A

Positive reinforcement - occurs when a response is strengthened by subsequent presentation of a reinforcer

Neg – occurs when response is strengthened by removal of adverse stimuli

Positive punishment – response weakened by presentation of stimulus

Neg punishment

32
Q

difference between continuous and partial reinforcement

A
  • Continuous reinforcement produces more rapid learning that partial reinforcement but continuously reinforced responses are extinguished more rapidly than partially reinforced ones (ie gambling)
33
Q

Classical conditioning experiment

A

Pavlov’s dogs

A bell was rung, which initially produced no response in the dogs

The bell was then rung before feeding the dogs so the bell was associated with food (unconditioned stimulus), to condition the dog to the bell

After conditioning, the dogs salivated in the presence of the tone (conditioned stimulus), but in the absence of food (unconditioned stimulus)

34
Q

Conditioning experiment

A

Little Albert - Watson & Raynor

Baby presented with fluffy rat
Then when rat was presented a loud noise (UCS) would be made
After conditioning the babe cried in the presence of the rat (CS) but in the absence of the loud noise

35
Q

Observational learning experiment

A

Bandura - Bobo doll

Children watch adults aggressively beat up doll
Children then copied and beat up doll themselves

36
Q

What is health behaviour

A

Any activity undertaking by individual believing themselves to be healthy, for the purpose of preventing disease or detecting it at an asymptomatic stage

37
Q

What is the expectation value principle

A

for an individual to maintain/implement a behaviour for their help they need to have a high level of expectancy that the behaviour will lead to a certain outcome and need to value that outcome

38
Q

What is self efficacy

A

= belief that one can execute the behaviour required to produce the outcome

39
Q

Sources of self-efficacy

A

Mastery experience, social learning, verbal persuasion/encouragement, physiological arousal

40
Q

What is outcome efficacy

A

individuals’ expectation that the behaviour will lead to a particular outcome

41
Q

What are the stages of the transtheoretical model

A 
Precontemplation
Contemplation
Determination
Action
Relapse
Maintenance
(can enter/exit at any stage)
42
Q

What are the factors in the theory of planned behaviour

A

outcome belief/evaluation -> attitude towards behaviour

Belief about importance of others attitudes -> subjective norm

internal/external control factors -> perceived behavioural control

43
Q

Conformity influencing factors

A

Group size, presence of a dissenter, culture

44
Q

Obedience influencing factors

A

Remoteness of victim, closeness/legitimacy of authority figure, diffusion of responsibility

45
Q

What is group think

A

tendency of group members to suspect critical thinking because they are striving to seek arrangement

46
Q

What are the influencing factors for social loafing

A

More likely to occur when:
1. The person believes that individual performance is not
being monitored
2. The task (goal) or the group has less value or meaning to
the person
3. The person generally displays low motivation
to strive for
success
4. The person expects that other group
members will
display high effort

Depends on gender and culture
Occurs more strongly in all
male groups
Occurs more often in individualistic culture

47
Q

What factors influence influence group think

A

More likely to occur when group:

  • is under high stress to reach decision
  • insulated from outside input
  • has directive leader
  • high cohesiveness
48
Q

What are the stages of the bystander effect

A
  1. Notice the event
  2. Decide if the event is really an emergency- Social comparison:
    look to see how others are responding
  3. Assuming responsibility to intervene -Diffusion of Responsibility:
    believing that someone else will help
  4. Self-efficacy in dealing with the situation
  5. Decision to help (based on cost-benefit analysis)
49
Q

How do you overcome the bystander effect

A

Reduce restraints on helping (reduce ambiguity + increase responsibility, enhance guilt)

Social altruism (teach moral inclusion, model helpful behaviour, education)

50
Q

Bystander effect study

A

Darley & Latane (1968) - Study on the Bystander Effect
o Participants were invited into the lab under the pretext that they
were taking part in a discussion about ‘personal problems’ over
radio
o Then one student in the adjacent room had a ‘seizure’
o When the participants were by themselves, the majority of
subjects helped
o But when the subjects were in a group of 4, only around 30%
helped
o When in groups of more than 4, almost no one helped

51
Q

What are the 3 styles of leadership

A

Autocratic/authoritarian
Parcipative/democratic
Laissez-faire

52
Q

Conformity study

A

Asch
Vision test asked which line was longest
Actors all chose wrong answer
majority of subjects onformed

53
Q

Obedience study

A

Milgram
1 learner and 1 teacher
Actor in electric chair and given shocks by learner when got q wrong
Participants still gave shocks at seemingly lethal levels

Toby Psychology Y2 (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions