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MIDTERM Flashcards

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1
Q

Structuralism

A

Used INTROSPECTION to determine underlying STRUCTURES of the mind

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2
Q

Introspection

A

Act of looking INWARD to examine mental experience

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3
Q

Functionalism

A

Analyzing the PURPOSE of behavior

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4
Q

Psychodynamic approach

A

We are motivated by irrational desires. Freud: behavior comes from UNCONSCIOUS drive

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5
Q

Behavioral approach

A

Actions are caused by LEARNED behaviors that have been REINFORCED

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6
Q

Humanistic approach

A

Emphasizes FREE WILL and ACTUALIZATION

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7
Q

Cognitive approach

A

Behaviors are a result of the way we PERCEIVE and THINK about information

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7
Q

Biological approach

A

Operation of our brain and neurotransmitters influence behavior

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7
Q

Sociocultural approach

A

Emphasizes importance of SOCIAL INTERACTION

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8
Q

Evolutionary Approach

A

Behavior and mental processes are seen in terms of GENETICS

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9
Q

Biopsychosocial

A

Emphasizes interconnection between biological, psychological, and socio-environmental factors

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10
Q

Mary Calkins

A

First female president of APA

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10
Q

Margaret Floy Washburn

A

1st female PhD

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11
Q

William James

A

Father of AMERICAN Psychology
FUNCTIONALIST

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12
Q

Charles Darwin

A

Natural selection + evolution

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13
Q

Dorothea Dix

A

REFORMED mental institutions in the US

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13
Q

Stanley Hall

A

1st president of APA1 journal

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14
Q

Wilhelm Wundt

A

Father of MODERN psychology
STRUCTURALIST

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15
Q

Basic research

A

Purpose is to increase knowledge

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16
Q

Applied research

A

purpose is to help people

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16
Q

Advantages and disadvantages of an experiment

A

+ researcher controls variables to establish cause and effect
- difficult to generalize

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17
Q

IV

A

purposefully altered by the researcher to look for effect

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18
Q

Psychologist

A

Research or counseling

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18
Q

Psychiatrist

A

Prescribe medications and diagnose

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19
Q

Experimental group

A

Received the treatment

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19
Q

Double-blind experiment

A

Neither the participant or experimenter are aware of which condition people are assigned to

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20
Q

Single-blind experiment

A

Only the participant is blind

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20
Q

Operational definition

A

Precise and typically QUANTIFIABLE definition of your variables- allows REPLICATION

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21
Q

Confounding variable

A

Error or flaw in the study that can mess up results

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22
Q

Random assignment

A

Assigns participants to either control or experimental group at random, minimizing bias

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23
Q

Random sample

A

Method for choosing participants for your study. everyone has a chance to take part

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23
Q

Representative sample

A

Sample mimics the general population

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24
Q

Placebo effect

A

Show behaviors associated with the experimental group when having received the placebo

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24
Q

Control group

A

Received the placebo

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24
Q

Dependent variable

A

Measured variable. Caused by the IV

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25
Q

3rd variable problem

A

Different variable is responsible for a relationship

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26
Q

Illusory correlation

A

Belief of a correlation that does not exist

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26
Q

Naturalistic observation + adv and disadv

A

Subjects are observed in their natural environment
+ Real world validity
- No cause and effect

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26
Q

Case study

A

One person is studied to reveal universal truths
+Studies ONE person in great detail
- No cause and effect

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27
Q

Normal distribution

A

Bell shaped curve
Mean=Median=Mode

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27
Q

Descriptive Stats: Measures of central tendency

A

Mean: Average
Median: Middle # (including repeats)
Mode: Number occurs most often

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27
Q

Positive skew

A

Downwards slope
Mode<Median<Mean

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28
Q

Advantages and disadvantages or correlation

A

+ Identifies relationships between two variables
- no cause and effect

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28
Q

Positive and negative correlation

A

Positive: variables increase and decrease together
Negative correlation: As one increases the other decreases

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29
Q

Strength of correlations

A

Closer the number is to 1 or -1, stronger the relationship

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30
Q

Confidentiality

A

information on participants kept secret

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30
Q

Statistical significance

A

Results are not due to chance

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31
Q

Negative skew

A

Upward slope
Mean<median<mode

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32
Q

Inferential statistics

A

Establishes significance of a stat

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32
Q

Informed consent

A

Must agree to be part of the study

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32
Q

Debreifing

A

Must be told the true purpose of the study (after the study)

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33
Q

Neuron

A

Basic cell of the nervous system

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34
Q

Dendrites

A

Receive incoming signal from another neuron

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34
Q

Soma

A

Cell body (includes nucleus) assesses messages

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34
Q

Axon potential

A

Action potential passes down

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35
Q

Myelin Sheath

A

Speeds up action potential, protects axon

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36
Q

Terminals

A

Release neurotransmitters- send signal onto the next neuron

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37
Q

Synapse

A

gap between neurons

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37
Q

Vesicles

A

Sacs (rhymes with testicles) inside terminal contain neurotransmitters

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38
Q

Action potential

A

Movement of Sodium and Potassium ions across membrane sends an electrical charge down the axon. More sodium outside, more potassium inside.

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39
Q

All or none law

A

All or none law of action potential: Stimulus must trigger the action potential past its threshold, but does not increase the intensity of the response (you have to poop before you flush, but no matter how much you poop, the intensity of the flush wont change)

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40
Q

Motor neurons

A

Bring messages from the brain to muscle organs and glands

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40
Q

Two main nervous systems

A

Central Nervous System: Brain and spinal cord
Peripheral Nervous System: All the nerves which feed into the brain and spinal cord

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41
Q

Refractory period of action potential

A

Neuron must rest and reset before it can send another action potential

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41
Q

Sensory Neurons

A

Send messages about sensory experience to the brain

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41
Q

Interneurons

A

Relay messages from sensory neurons to other interneurons or motor neurons

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42
Q

Two parts of the Peripheral Nervous System

A

Somatic Nervous System: Controls the voluntary movements
Autonomic Nervous System: Controls involuntary movements (breathing, heartbeat)

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42
Q

What are neurotransmitters

A

Chemicals released in the synaptic gap, received by neurons

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42
Q

GlutamatE

A

Excitatory
Learning and long term memory

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43
Q

two parts of the Autonomic Nervous System

A

Sympathetic NS: Arouses the body in stressful situations (prepares for fight or flight)
Parasympathetic NS: Calms the body after a sympathetic response.

Homeostatic relationship

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43
Q

GABA

A

Inhibitory
Regulates sleep cycle

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44
Q

ACH

A

Muscle function, memory

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44
Q

Serotonin

A

Moods and emotion

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44
Q

Dopamine

A

Reward and movement

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45
Q

Epinephrine and Norepinephrine

A

Arousal in the sympathetic NS

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46
Q

Endorphins

A

Pain control

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46
Q

Oxytocin

A

Love and bonding

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46
Q

Agonist

A

Drug mimics a neurotransmitter
Excitatory

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47
Q

SSRI’s

A

Block reuptake
treatment for depression

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47
Q

Antagonist

A

Drug blocks a neurotransmitter
Inhibitory

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47
Q

Reuptake

A

Unused neurotransmitters are taken back by the sending neuron

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48
Q

Parts of the brain stem

A

Cerebellum: Balance
Medulla: Regulates organs of basic body functions
Pons: Relays signals to the cerebellum about basic body functions
Reticular formation: Alertness, monitors sensory messages
Thalamus: Relay center for all senses BUT smell (you MUST use your thalamus unless it is MUSTy)

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49
Q

Parts of the limbic system

A

Hippocampus: Memory (if you saw a hippo on a campus you’d remember it)
Amygdala: Relates to emotions
Hypothalamus: Reward/pleasure

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50
Q

Damage to the left hemisphere

A

aphasia (damaged speech)

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50
Q

What is the cerebral cortex

A

Outer portion of the brain- higher order thought process
Contains 4 lobes and 4 cortices per side

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50
Q

4 lobes of the cerebral cortex

A

Frontal lobe: Decision making, judgement
Occipital lobe: Vision
Parietal lobe: Touch Sensations
Temporal lobe: Hearing and face recognition

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50
Q

4 cortices of the cerebral cortex

A

Somatosensory Cortex: Map of touch sensory receptors- located in parietal lobe
Motor Cortex: Map of movement receptors- located in frontal lobe
Auditory cortex: Map of hearing receptors- located in temporal lobe
Visual cortex: Map of vision receptors- located in occipital lobe

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51
Q

Corpus Callosum

A

Bundle of nerves connecting the 2 hemisphere

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51
Q

What is the split-brain procedure? Experiments?

A

People with severe seizures get their corpus callosum severed
Image shown the right eye is processed in the left hemisphere- pateint can say what they saw. Image shown to the left eye is processed in the right hemisphere- patient can’t say what they saw, right side does not process speech.

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51
Q

Brocas area + when damaged

A

Provides ability to produce speech
Damage- inability to produce speech (Broca/broken speech)

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52
Q

Wernicke’s area + damaged

A

Provides ability to comprehend speech
Damage: inability to comprehend speech (Wernickes what?)

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53
Q

Brain plasticity

A

Brain is malleable

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53
Q

How do genetics vs. environment affect seperated twins

A

Genetics: identical twins will have similar traits and characteristics because of their genetics
Environment: twins will have different traits and characteristics based on their environments

(nature vs. nurture)

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53
Q

EEG

A

Measures electrical activity in neurons

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54
Q

MEG

A

Identifies malfunctioning neurons

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54
Q

PET

A

Detects a radioactive form of glucose

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54
Q

CT Scan

A

Series of XRay photos from different angles combined

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54
Q

MRI

A

Studies structure of brain

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54
Q

fMRI

A

Studies function of brain

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55
Q

Difference between identical and fraternal twins

A

Identical twins- monozygotic (same DNA)
Fraternal twins- Dizygotic (Different DNA)

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55
Q

What is the endocrine system + its parts

A

Endocrine system: Set of glands that secrete hormones into bloodstream
Pituitary gland: Releases growth hormones. Controlled by hypothalamus
Adrenal gland: Releases adrenaline while sympathetic NS is working
Parathyroids: Release calcium into blood
Thyroid glands: Metabolism
Pancreas: regulates sugar in blood
Ovary/Testes: secrete sex hormones

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56
Q

States of consciousness

A

Higher-level: Controlled processes occur- total awareness
Lower-level: Automatic processing (daydreaming, phone numbers)
Altered states: produced through drugs, fatigue, hypnosis
Subconscious: Sleeping/dreaming
No awareness: knocked out

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56
Q

Sleep stages and their waves

A

NREM1: Alpha to Theta. Light slee
NREM2: Theta waves Little brain wave-bursts called spindles. Over half the night is spent in this stage
NREM3:Delta waves. Deep sleep
REM: Beta waves. Recurring sleep stage with vivid dreams. Muscles are relaxed but other body systems are active

Entire cycle takes 90 mins

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56
Q

3 main functions of consciousness

A
  • Selective attention: Limiting what we notice and think to prevent being overwhelmed
    -Sensation combines with memory
    -Allows us to create a mental model of the world
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56
Q

genotype

A

organisms genetic makeup

56
Q

phenotype

A

organisms physical characteristics

57
Q

Circadian rhythms and biological rhythm

A

24 hour biological clock.
Biological rhythms: periodic physiological fluctuations in temperature, blood pressure, etc. based off 24 hour biological clock

57
Q

Order of sleep stages

A

1,2,3,3,2,1, REM

57
Q

Sleep disorders (INNSS)

A

Insomnia: Inability to fall asleep
Night terrors: Extreme nightmares (not in REM)
Narcolepsy: Uncontrollably falling asleep (orexin deficiency)
Sleep walking/talking: Due to fatigue, drugs, alcohol (not during REM)
Sleep apnea: Stop breathing while asleep (due to obesity)

57
Q

Dream theories:Freuds Unconscious Wish Fulfillment

A

Freuds Unconscious Wish Fulfillment: Dreaming is gratification of unconscious desires and needs
Latent Content: hidden meaning
Manifest content: obvious storyline

58
Q

Suprachiasmatic Nucleus

A

Pair of clusters in the hypothalamus that controls circadian rhythms

58
Q

Dream theories: Activation synthesis

A

Brain produces random bursts of energy which add meaning to dreams

59
Q

Different types of psychoactive drugs

A

Depressants: Reduce neural activity and slow body functions
Stimulants: Excite neural activity and speed up body functions
Hallucinogens: Psychedelic drugs that distort perceptions

60
Q

Psychoactive drugs: Stimulants examples

A

Meth, Nicotine

60
Q

Psychoactive drugs- Depressants examples

A

Alcohol
Barbituates (Tranquilizers)
Opiates

60
Q

Tolerance

A

Needing more of a drug to achieve the same effects

60
Q

Dependence

A

Needing a drug to avoid withdrawal symptoms

60
Q

Withdrawal

A

Psychological and physiological symptoms associated with suddenly quiting a drug

61
Q

Webers Law

A

The change in a stimulus that will be just noticeable is a constant ratio of the original stimulus

61
Q

Thresholds: Absolute, Difference, Subliminal

A

Absolute: Minimal level of stimulus necessary for a stimulus to be detected
Difference: Smallest amount by which a stimulus can be CHANGED and the difference be detected
Subliminal: Stimuli received below our conscious level of awareness

61
Q

Sensory adaptation vs Sensory Habituation

A

Adaptation: Diminished sensitivity as a result of constant stimulation (Can you feel your underwear?)
Habituation: Diminished sensitivity as a result of regular exposure (Do you notice the clock every 15 mins?)

61
Q

Signal detection theory

A

Detecting a weak stimulus depends on our psychological state (New exhausted parents can hear a faint cry of a newborn but fail to notice loud noises)

61
Q

Perceptual set

A

Tendency to see something as a part of a group

62
Q

Fovea, Rods, Cones, Bipolar cells, Optic nerve

A

Fovea: Area of sharpest vision. Highest concentration of cones
Rods: Perceive black and white, dim light
Cones: Perceive color and bright light
Bipolar cells: Connect rods and cones to ganglion cells
Optic nerve : bundle of bipolar and ganglion cells that carry visual information from the retina to the brain

62
Q

Cornea, Pupil, Lens, Retina

A

Cornea: outer covering of the eye
Pupil: Adjustable opening in the center of the eye where light enters
Lens: Transparent structure behind pupil which changes shape to help focus image on retina
Retina: Light sensitive inner surface of eye containing rods and cones

62
Q

Transduction + process

A

Conversion of energy into neural messages
1. Detection by a sensory neuron of a physical stimulus
2. When the stimulus reaches the sense organ, it activates receptors
3. Receptors convert their excitation into a nerve signal

62
Q

Blindness: Inattentional vs. Change vs. Cocktail Party Effect

A

Inattentional: Failure to notice something because you are focused on another task
Change Blindness: Failure to notice a change in the environment
Cocktail party effect: Ability to attend to one voice out of many around you

63
Q

Blind spot

A

occurs where the optic nerve leaves the eye

64
Q

Feature detectors

A

Specialized cells see motion, shapes, lines, etc. located in the occipital love

64
Q

Trichromatic theory + colorblindness

A

There are three cones for receiving color (blue,red,green)
Color blind people are missing at least one cone type

64
Q

Phi Phenomenon

A

Illusion of movement created when two or more adjacent lights blink on or off in quick succession (lights in a circle)

64
Q

Opponent processing

A

There are some color combinations we never see (reddish-green, yellowish-blue) because they complementary colors are processed in the same ganglion cells

65
Q

Visual capture

A

Visual system overwhelms all others (Nauseous in an IMAX theater- vision trumps vestibular)

66
Q

Stroboscopic movement

A

Motion produced by a rapid succession of slightly varying images (flipbooks)

66
Q

Interposition

A

An item overlapping another item appears closer

66
Q

Relative clarity

A

Hazy objects appear further away

66
Q

Relative height

A

Things higher in our field of vision appear further away

67
Q

Relative size

A

2 objects that are usually similar in size, the smaller one is further away

67
Q

Convergence

A

Eyes strain more as objects draw nearer

67
Q

Retinal Disparity

A

Image is cast slightly differently on each retina

67
Q

Top down processing vs bottom up processing

A

Top down: Using previously learned models and ideas to interpret sensory information
Bottom up processing: Taking sensory information and the integrating it without relying on prior knowledge

68
Q

Pathway of sound

A

Sound, pinna, auditory canal, hammer, anvil, stirrup, oval window, cochlea, auditory nerve, temporal lobes

68
Q

Linear perspective

A

Parallel lines converge with distance (railroad)

69
Q

Place theory of sound

A

Pitch is determined by the location where hair cells bend. Hair cells near the cochlea detect higher pitched sounds.

69
Q

McGurk effect

A

Illusion illustrating how perceivers merge information for speech sounds across the senses. (see mouth saying ba or fa overrides what you actually hear-va)

69
Q

Auditory nerve

A

transmits information from the cochlea to the brain in the form of sound

69
Q

Inner ear: Cochlea, Basilar membrane, semicircular canals

A

Cochlea: Snail shaped, fluid filled tube producing nerve impulses in response to sound vibrations
Basilar membrane: Log membrane runs the length of the cochlea and contains tiny hair that act as sound receptors- WHERE TRANSDUCTION OCCURS
Semicircular canals: 3 fluid-filled bony channels that keep us balanced

69
Q

Frequency theory

A

Rate at which action potentials are sent determines sound- slower rate, lower pitch

69
Q

Middle Ear: Eardrum: hammer, anvil, stirrup

A

Air-filled central cavity of the ear which transmits the eardrums vibrations through the hammer, anvil, stirrup

70
Q

Outer ear: pinna, auditory canal

A

Pinna: Outside of the ear
Auditory canal: Carries sound waves to the eardrum

70
Q
A
70
Q

vestibular

A

sense of balance caused by fluid in the semicircular canals of the inner ear

70
Q

Kinesthetic(proprioception)

A

Sense of body position caused by neurons in ligaments

71
Q

Gate control theory

A

We have a neural “gate” that, under certain circumstances, can block incoming pain

72
Q

Nociceptors

A

Sensory receptors for painful stimuli, routed to the anterior cingulate cortex

73
Q

Taste (gustation) 5 receptors

A

Bitter, sweet, salty, sour, umami (savory)

74
Q

Smell (olfaction) route

A

Only sense that does NOT route through thalamus. Goes to temporal lobe and amygdala

75
Q

Gestalt psychology

A

The brain forms a perceptual whole that is more than the sum of its parts

76
Q

Closure

A

Mentally filling gaps to create a whole object

76
Q

Figure/ground

A

Organize information into figures (objects) that stand apart from surroundings (backGround)

77
Q

Proximity

A

group things together that appear near each other

77
Q

Similarity

A

When similarity occurs, an object can be emphasized if it is dissimilar

77
Q

Continuity

A

We perceive continuous patterns rather than continuous ones

78
Q

Conditioned taste aversion for evolutionary purposes- John Garcia

A

Associating a sensory cue with getting sick ONCE and thereafter avoiding that cue

79
Q

Law of effect + who

A

Edward Thorndike
Rewarded behavior is likely to reoccur

80
Q

Primary vs. secondary reinforcement

A

Primary: Something that is naturally reinforcing (food, warmth, water)
Secondary: Something you have learned to be a reward because it is paired with a primary reinforcement (Good grades = ur fav dinner)

80
Q

Token economy

A

Individuals are rewarded with tokens, which act as a secondary reinforcer. Tokens can be redeemed for a variety of rewards

80
Q

Positive vs. Negative reinforcement

A

Positive: A stimulus presented after a response increases a response (getting paid for good grades)
Negative: Removal of an unpleasant stimulus increases a response (taking advil to get rid of a headache)

81
Q

Positive vs Negative punishment

A

Positive: an undesirable event that follows a behavior (getting spanked)
Negative: When a desirable event ends or is taken away after a behavior (getting phone taken after failing test)

81
Q

Shaping

A

New behavior is produced by reinforcing responses that are similar to the desired response

81
Q

Continuous reinforcement vs intermittent reinforcement

A

Continuous:Reinforcement schedule under which all correct responses are reinforced
Intermittent: Some but not all correct responses are reinforced (most effective way)

81
Q

Cognitive learning

A

Changes in mental processes, rather than changes in behavior alone

81
Q

Schedules of intermittent reinforcement: fixed interval, variable interval, fixed ratio, variable ratio

A

Fixed interval: rewards a learner after a defined period of time (birthday)
Variable interval: Rewards the learner after an unpredictable amount of time (pop-quiz)
Fixed ratio: Rewards a response after a defined number of correct answers (accumulating points to win a sale)
Variable ratio: Rewards an unpredictable number of correct responses (lottery)

82
Q

Premack principle

A

Idea that a more preferred activity can be used to reinforce a less-preferred activity

82
Q

Intrinsic vs. Extrinsic motivation

A

In: Desire to perform a behavior for its own sake (nature)
Ex: Desire to perform a behavior to receive promised rewards or avoid punishment (nurture)

83
Q

Internal vs. External Locus of Control

A

Internal: perception that we control our own fate
External: Perception that chance or outside forces determine our fate

83
Q

Latent learning

A

Learning occurs but is not apparent until the learner has an incentive to demonstrate it

84
Q

Observational learning + modeling

A

New responses are acquired after other’s behavior and the consequences of their behavior are observed
Modeling: process of observing and imitating a specific behavior

84
Q

Prosocial vs Antisocial behavior

A

Prosocial: Imitating positive behaviors (role modeling)
Antisocial: Imitating negative behaviors (Bobo Doll)

84
Q

Mirror neurons

A

Frontal lobe neurons that fire when performing certain actions or when observing another doing so

84
Q

3 types of encoding: semantic, acoustic, visual

A

Semantic: encoding the meaning of things and words
Acoustic: encoding of sound
Visual encoding: encoding of images

85
Q

Learned helplessness

A

Passive resignation learned when unable to avoid repeated aversive events

85
Q

Paralle processing

A

processing many aspects of a problem simultaneously

85
Q

Three retention measures

A

Recall: One must reproduce previously presented material
Recognition: One must identify information provided, which has been previously presented
Relearn: Relearning information that has been previously learned, but you do so quicker a second time around

85
Q

Atkinson and Shiffrin three stage model of human memory

A
  1. Record information as a fleeting sensory memory
  2. Process info into short term memory, where we encode through rehearsal
  3. Information can move into long term memory for later retrieval
85
Q

Memories three basic tasks: Encoding, storage, retrieval

A

Encoding: Putting information into memory
Storage: keeping information in our memory
Retrieval: Getting information out of our memory

86
Q

Rosy retrospection

A

Recalling the high points while forgetting the mundane

87
Q

3 storage memories: sensory, short term, long term

A

Sensory: Immediate recording of sensory information in the memory system
Short term: activated memory holds a few items briefly before information is further stored or forgotten
Long term: Relatively permanent and limitless storehouse of the memory system.

87
Q

Long term potentiation

A

The more a memory is utilized, the more potential strength the neuron has

87
Q

Mnemonics
Peg-word system
Hierarchies

A

Mnemonics: Memory aids, especially those that use vivid imagery
Peg-word system: requires you to visualize a jingle
Hierarchies: few broad concepts divided and subdivided into narrower concepts

87
Q

Coping mechanisms of short term memory: Chunking + Rehearsal

A

Chunking: Any memory pattern. Spliting information into chunks allows us to fit more information into the seven available slots of working memory
Rehearsal: Information is repeated to keep it from fading while in short term memory

87
Q

Distributed practice: Spacing effect vs. testing effect

A

Spacing: Tendency for distributed practice to yield better long-term retention
Testing: testing enhances memory after retreiving

87
Q

Encoding specificity principle vs. Mood-congruent memory

A

Encoding specificty: The more closely retrieval cues math the way the information was encoded, the better the information will be remembered (taking a test in your designated seat)
Mood-congruent: We tend to selectively remember memories that match our current mood

88
Q

2 divisions of declarative memory: Episodic + Semantic

A

Episodic: stores personal events like time and place
Semantic: Stores general knowledge

88
Q

Eidetic imagery

A

Ability to recall a memory in minute detail (photographic memory)

88
Q

Shallow processings 2 parts: structural and phonemic

A

Structural processing: Encode the physical appearance of something
Phonemic processing: Encoding the sound of something

Require maintenance rehearsal

88
Q

Deep processing: semantic processing

A

Semantic: Encoding the meaning of a word and relating it to similar words with similar meanings

Requires elaboration rehearsal

88
Q

Flashbulb memory

A

Highly emotional events in which people remember exactly where they were and what they felt

88
Q

Procedural vs. Declarative memory

A

Procedural: Memory that was not deliberatley learned (muscle memory, automatic processing)
Declarative: Memory had been processed with attention and can be consciously recalled

89
Q

Priming

A

Introduction of one stimulus influences how people respond to a subsequent stimulus (Prime someone to walk more slowly by having them read words like cautious or leisurely)

89
Q

types of interference: proactive, retroactive

A

Proactive: An old memory disrupts the learning and remembering of a new memory
Retroactive: A new memory blocks the retrieval of an old memory

89
Q

Decay theory

A

Unused memories fade gradually over time

90
Q

Misinformation effect

A

Incorporating misleading information into one’s memory of an event

90
Q

schacters seven sins of memory: Transcience, absent mindedness, blocking, serial position effect, misattribution, suggestibility,persistence

A
  • Transcience: Decay theory
    -Absent mindedness: Lapses in attention
    -Blocking: Interferene
    -Serial position effect: Interference related to the sequence in which material is presented
    -Misattribution: memories are retrieved but associated with the wrong time, place, or person
    -Suggestibility: Process of memory distortion as the result of deliberate or inadvertent suggestion
    Bias: Influence of personal beliefs, attitudes, and experiences on memory
    -Persistence: A memory problem where unwanted memories cannot be put out of mind
90
Q

Consolidation

A

Information in the working memory is gradually changed over to long term

90
Q

3 types of amnesia: retrograde, anterograde, source

A

Retrograde: inability to remember information previously stored
Anterograde: Inability to form memories from new material
Source: Can learn new facts but have no memory of the source of this knowledge

90
Q

Serial position effect: Primacy and Recency

A

Primacy: Relative ease of remembering the first information in a series
Recency: Strong memories of the most recent information in a series

information in the middle of a series is exposed to retroactive and proactive interference

91
Q

2 types of bias: expectancy vs. self-consistency

A

Expectancy: Memory tendency to distort recalled events to fit ones expectations
Self-consistency: Commonly held idea that we are more consistent in our attitudes and beliefs over time, than we actually are

92
Q

Prototype

A

Mental image or best example

92
Q

Creativity: convergent vs. divergent thinking

A

convergent: ability to provide a single correct answer (aptitude tests)
DivergentL ability to think and consider many options and possible solutions (creativity tasks or everyday situations)

93
Q

Schema

A

General frameworks that provide expecations about topics, events, objects, people, and situations

93
Q

Mental sets + why are they a problem for heuristics

A

tendency to respond to a new problem in the manner used for previous problems

Familiar tactic of problem solving may or may not be helpful in solving a new problem

93
Q

Representativeness bias (heuristic)

A

Jusging the likelihood of things in terms of how well they math a particular prototype

93
Q

Confirmation bias

A

Tendency to search for information that supports our preconceptions

93
Q

Making infrences: accommodation vs assimilation

A

accomodation: adapting our current understanding to incorporate new information
Assimilation: Interpreting new experiences with our existing schemas

94
Q

Problem solving: Algorithms, Heuristics, Insight

A

Algorithms: Problem solving procedures or formulas guarantee a correct outcome if correctly applied
Heuristics: simple basic rules serve as shortcuts to solve complex mental tasks
Insight: sudden realization of a solution (Kohler)

94
Q

Functional fixedness + why is it a problem for heuristics

A

Inability to perceive a new use for an object associated with a different purpose

Cannot try new tactics

94
Q

Hindsight bias

A

Tendency to second guess a decision after the event has happened (I knew you were trouble when u walked in)

94
Q

Overconfidence vs. Belief perserverance

A

Overconfidence: tendency to overestimate the accuracy of our knowledge and judgements
Belief perserverance: Clinging to ones initial conceptions after the basis on whch they have been formed are discredited

95
Q

Availibility bias

A

Estimating the likelihood of events based on their availibility in memory

96
Q

Intuition

A

Automatic feelings or thought as contrasted with conscious reasoning

96
Q

Framing

A

The way an issue is posed cant greatly impact judgement and decisions

96
Q

Phoneme vs Morpheme

A

Phoneme: smallest distinctive sound unit
Morpheme: smallest unit that carries meaning (-ed = past tense)

97
Q

Phases of early speech acquisition. receptive, babbling, one-word, two-word, fast mapping

A

Receptive: Recognizing when sounds are broken into words, sounds associate with facial movements
Babbling: Spontaneously utters various sounds
One-word: Child speaks mostly in single words
Two-word: Child speaks mostly in two-word statements
Fast mapping: toddlers begin to use context and what the learned others say in order to learn the meaning of new words

97
Q

Formula to find IQ

A

mental age/chronological age x100

97
Q

Yerkes-Dodson Law

A

Performance peaks with optimal arousal. Performance decreases with too little or too much arousal.

97
Q

Cannon-Bard theory

A

Emotion and physiological response occur simultaneously yet independently

97
Q

James Lange theory

A

Stimulus causes physiological causes emotion

97
Q

Maslows hierarchy

A

Humans have to satisfy specific types of need
Physiological, safety, love, esteem, self actualization

97
Q

Masters and Johnson experiment

A

Naturalistic observation.
700 people participated in their study of physiological responses during sexual behavior

97
Q

Sexual response cycle

A

excitement
plateau
orgasm
resolution

97
Q

Two factor theory

A

Physiological arousal leads to cognition leads to emotion

98
Q

Lazarus

A

cognition causes physiolgial and emotion siumltaneously yet independently

98
Q

Intelligence

A

ability to learn from experience, solve problems, use knowledge to adapt to new situations

99
Q

Habituation

A

Learning not to respond to the repeated presentation of a stimulus (How often do you look when a car alarm goes off?)

99
Q

Behavioral learning

A

Forms of learning such as classical and operant conditioning which can be described in terms of stimuli and responses

99
Q

Habituation is to ___ as sensory adaptation is to ____

A

learning; physiological

99
Q

Mere exposure effect

A

Learned preference for stimuli to which we have been previously exposed (I like coke better than pepsi because my parents always bought coke)

99
Q

Extinction in terms of learning

A

Previously conditioned response diminishes

99
Q

Associative learning

A

Learning that certain events occur together.

100
Q

Spontaneous recovery

A

The response after a rest period of an extinguished conditioned response

100
Q

5 main components of classical conditioning

A

Neutral Stimulus: Stimulus that initially produces no response other then focusing attention
Unconditioned Stimulus: Stimulus that provokes a reflexive response without learning
Unconditioned response: Response resulting from an unconditioned stimulus without prior learning
Conditioned stimulus: Originally neutral stimulus that gains the power to cause the response
Conditioned response: Elicited by a previously neutral stimulus that has become associated with the UCS

100
Q

Classical conditioning vs. Operant conditioning

A

Classical: A previously neutral stimulus acquires the power to elicit the same innate reflex produced by another stimulus (dogs)
Operant: The probability of a response is changed by its consequences

100
Q

Generalization vs. Discrimination

A

Generalization: inability to distinguish the difference between two like stimuli
Discrimination: Ability to distinguish between two similar stimulus

100
Q

General intelligence

A

All mental abilities measured by every task on an intelligence test
Charles Spearman

100
Q

Factor analysis

A

Statistical procedure identifies clusters of related items on a test

101
Q

savant syndrome

A

A person otherwise limited in mental ability has an exceptional specific skill

101
Q

emotional intelligence

A

ability to perceive, understand, manage, and use emotions

101
Q

Howard Gardners theory of multiple intelligences

A

musical, visual-spatial, logical-mathematical, bodily-kinesthetic, interpersonal, verbal-linguistic

101
Q

Flynn effect

A

Intelligence test performance has improved over time

101
Q

Grit

A

passion and perserverance in pursuit of long-term goals

101
Q

Sternbergs triarchic theory

A

Analytical: academic problem solving
creative: innovative smarts; the ability to adapt to new situations
practical: required for everyday tasks with multiple solutions

102
Q

Intelligence tests: achievement vs aptitude

A

achievement: intended to reflect what you have learned
Aptitude: intended to predict your ability to learn a new skill

102
Q

Francis Galton

A

Wanted to use intelligence testing for Eugenics: selective reproduction used to enhance the human race

102
Q

Purpose of Stanford-Binet and Wechsler scales

A

To periodically restandardize tests (keep the average score near 100)

102
Q

Validity: content validity vs. predictive validity

A

Content: extent to which a test samples the behavior of interest
Predictive: success with which a test predicts the behavior it is designed to

102
Q

3 criteria an intelligence test must meet to be accepted: standardized, reliable, valid

A
  1. Standardized: scores are compared to a pretested sample population
  2. reliable: test gives consistent scores
  3. test measures or predicts what it is supposed to
102
Q

WISC

A

IQ test given to children 6-16- determines giftedness, assesses strengths and weaknesses

102
Q

Intelligence: crystalized vs fluid

A

crystalized: accumulated knowledge and verbal skills; increases with age
fluid: ability to reason speedily and abstractly; decreases with age

102
Q

sterotype threat

A

Risk of confirming sterotypes about an individuals race, ethnicity, gender, or culture which can reduce academic performance

AP Psych (6 decks)

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