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Psych 101 > Midterm 2 - Overlap/Important > Flashcards

Midterm 2 - Overlap/Important Flashcards

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1
Q

Stimulus

A

Anything that can affect behavior

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2
Q

Reflexes

A

Inevitable, involuntary responses to stimuli

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3
Q

Instincts

A

Inborn patterns of behavior elicited by environmental stimuli

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4
Q

Learning

A

A relatively permanent change in behavior

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5
Q

Nonassociative Learning

A

Habituation (affected by consistancy)

Sensitization

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6
Q

Sensitization

A

Being hypersensitive/vigilant to a stimulus that occurs rarely

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7
Q

Associative Learning

A

Classical Conditioning

Operant Conditioning

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8
Q

Classical Conditioning

A

Reflexive responses are associated with new stimuli

2 stimuli

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9
Q

Neutral Stimulus

A

Doesn’t evoke a response

Becomes a Condotioned Stimulus when combined with an unconditioned stimulus

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10
Q

Unconditioned Stimulus

A

Reliably elicits a response

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11
Q

Unconditioned Response

A

Innate reflex response elicited by the U.S.

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12
Q

Conditioned Stimulus

A

Evokes a response because it has been paired with an U.S.

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13
Q

Conditioned Response

A

Learned response elicited by a C.S.

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14
Q

Same 99% of the time in C.C.

A

Unconditioned Response and Conditioned Response

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15
Q

C.C. Applications

A

Advertising
Overcoming Phobias
Counter Conditioning

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16
Q

Types of Counterconditioning

A

Flooding
Systematic Desensitization

Both 99% effective, but flooding has a high drop out rate

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17
Q

Prejudice

A

A judgement (learned)

Discrimination is acting on prejudice

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18
Q

C.C. Principles

A 
Acquisition 
Extinction
Spontaneous Recovery
Stimulus Generalizations 
Stimulus Discrimination 
Temporal Relations
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19
Q

Higher Order Conditioning

A

C.S. used like an U.S.

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20
Q

Expectancy

A

Anticipation of future events

Ex. Clever Hans

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21
Q

C.S.-U.S. Relations

A

Similarity
Size
Contiguity (closeness spatially and temporally) (Interstimulus interval/intertrisl interval) [close temporally - short ISI (good) consolodation/spaced out trials - long ITI (good)]
Predictivendss (contingency)

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22
Q

C.S.-U.S. Temporal Relations

Ranked 1-5

A 
Simultaneous Conditioning (4)
Trace (3)
Short-Delay (1)
Long-Delay (2)
Backward (5)

See notes for graphs

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23
Q

How to slow extinction

A

Longer ISI during Acquisition

50% U.S.+C.S., 50% C.S. during Acquisition

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24
Q

Taste Aversion

A

The types of stimuli used as conditioned and unconditioned stimuli DO matter
-associated with new things (usually)

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25
Q

Operant Conditioning

A

Learning based on consequences of responding

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26
Q

Thorndike’s Law of Effect

A

Behavior is formed via positive responses; turned off by negative responses

Used cats in puzzle boxes. Cats learned via trial and error

Behavior changes because of consequences

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27
Q

Operant ABCs

Three-Term Contingency

A

Antecedent- event that precedes a behavior

Behavior- any identifiable behavior

Consequence - effect that follows a behavior

(S:R->O Stimulus:Response->Outcome)

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28
Q

4 Consequences

A

Something good can be presented

Something good can end

Something bad can start

Something bad can end

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29
Q

Reinforcememt

A

Anything that makes behavior more likely

Positive: something can start or be presented

Negative: something can end or be taken away

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30
Q

Positive Reinforcement (R+)

A

A response is followed by a reward

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31
Q

Negative Reinforcement (R-)

A

A response is followed by the removal of an unpleasant event

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32
Q

Punishment

A

Any event that follows a response and decreases it’s likelihood of occuring again

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33
Q

Positive Punishment

A

Adding an aversive stimulus

Weakens likelihood of reoccurrence

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34
Q

Negative Punishment

A

Adding an aversive stimulus

Weakens likelihood of reoccurrence

Better at decreasing behavior

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35
Q

B.F. Skinner

A

Believed that there is no free will, and that life is based on reinforcement

Developed the three-step contingency

Radical behaviorist

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36
Q

Extinction (operant)

A

Learned behaviors stop when they are no longer reinforced

Bad for good behaviors
Good for bad behaviors

If previous reinforced response occurs and the response is NOT followed by a reinforcement, then the subject is less likelt to engage in thr behavior again

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37
Q

The Partial Reinforcement Effect

A

Extinction is more rapid after CRF than after a schedule of intermittent reinforcement

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38
Q

Schedules of Reinforcement

A

Continuous Reinforcement
(Often the same as FR)
-best used in Aquisition, then break off afterwards

Fixed Interval (Worst) [least work, shallowest slope]
Variable Interval
Fixed Ratio
Variable Ratio (Best) [most work, steepest slope]

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39
Q

Factors that affect performance on reinforcement schedules

A 
Reinforcer quality
Amount
Rate
Delay
Response Effect
Level of Motivation
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40
Q

Factors that influence the effectiveness of punishment

A 
Immediacy
Magnitude
Contingency 
Manner of introduction 
Motivation to respond
Availability of alternative behaviors
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41
Q

Side effects of punishment

A 
Increased aggression
Passive aggression
Avoidance behavior
Modeling
Temporary suppression
Learned helplessness
-specific or global
-attributed to internal or external factor
-may be viewed as stabls or unstable
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42
Q

More techniques for Behavior Deceleration

A

Response blocking
Overcorrection
Stimulus satiation

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43
Q

Overjustofication

A

When an intrinsic motivation receives extrinsic motivation, the intrinsic motivation goes away

Add a reward, then slowly remove it

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44
Q

Shaping

A

Successive approximations

Procedure for treaching new behavior in which closer and closer approximations to the desired behavior are made

Uses behavioral variability

Reinforcement comes after improvement only

45
Q

How do we learn?

A

C.C.
O.C.
Combo of C.C. O.C.
Modeling

46
Q

Social Learning Theory

A

Three effects of Modeling:
Observational learning
Inhibitory learning
Response facilitation

47
Q

“Bobo doll” studies

A

IV - Half saw video w/ praise for aggression, half saw video w/ apologies/regrets

DV - Aggression of kids towards a Bobo doll

Restriction of a behavior will cause more of the behavior shortly after

48
Q

Response measures:

A
  1. Total aggression
  2. Imitative aggression
  3. Partially imitative aggression
  4. Non-imitative aggression
49
Q

Fading

A

Opposite of shaping

50
Q

Memory

A

The system by which we retain info and bring it to mind

51
Q

Process of memory

A

Encoding -> storage ->retrieval

Transduction

52
Q

Atkinson-Shiffrin Model of Memory

A

Included 3 memory “stores”

-a sensory register, a short-term store, and a long-term store

53
Q

3 Stages of Memory

A
  1. Sensory Memory
  2. STM
  3. LTM
54
Q

Sensory Memory

A

A brief representation of a stimulus processed in the sensory system

55
Q

STM

A 
Limited capacity (7 +/- 2)
Duration of ~30 seconds
56
Q

LTM

A

Location of permanent memories
Unlimited capacity
Relatively permanent

57
Q

How to improve STM

A

Rehearsal
Maintenance
Chunking

58
Q

Working Memory

A

Adaptation of STM (in the face of interference)

59
Q

Primary Recollection

A 
Elaborative
Rehearsal
LTM
Alzheimers
Korsakoff's syndrome
Amnesia
60
Q

Recency

A

Maintenance
Rehearsal
STM

61
Q

What does saliency impact?

A

STM -> LTM

62
Q

LTM in the brain

A

Cerebral Cortex
Prefrontal Cortex
Hippocampus (consolodation)
Cerebellum (procedural memory)

63
Q

Organization of LTM

A

Connectionist Theories

  • spreading activation
  • -schemas
64
Q

Retrieval Cues

A

Any stimulus that helps you access target info

Recall

Recognition

65
Q

Recall

A

Retrieve contextual details

66
Q

Recognition

A

Combo of recollection and familiarity

67
Q

Flashbulb Memories

A

Some memories seem permenantly etched in our brains

Not the event, but the SITUATION the person is in

68
Q

Eyewitness Testimony

A

Reconstruction during retrieval may be flawed

Pop-out line-ups were used instead of a diagnostic line-up for a long time

Diagnostic is better

69
Q

5 Theories of Forgetting

A
  1. Encoding Failure - no transfer from STM to LTM
  2. Decay - memory degrades over time
  3. Interference - forgetting caused by competing memories (Most agreed upon)
  4. Retrieval Failure - cue insufficient for retrieval
  5. Motivated Forgetting - unconscious wish to forget
70
Q

Proactive Interference

A

Old memories go forward to interfere with new memories

71
Q

Retroactive Interference

A

New memories go backward to interfere with old memories

72
Q

Stress and Memory

A

Releases Cortezal

-Impates LTM retrieval

73
Q

Amnesia (Retrograde and Anterograde)

A

Forgetting produced by brain injury/trauma

Retrograde - problems with recall of info prior to a trauma
Memories usually return

Anterograde - “ “ after a trauma
No more declarative memories
Exs. HM, Alzheimer’s, Korsakoff’s, Stroke, Alcohol blackouts, Benzodiazepines

74
Q

Hippocampus

A

Encoding new memories and assigning adresses to them

75
Q

H.M.

A

Anterograde Amnesia w/ normal digit span (5-9)

Partial Retrograde Amnesia

Normal IQ, speech, etc

Confabulation

Lack of awareness of passage of time

Epilepsy

Could still learn implicit skills

76
Q

Improving Memory

A

Distributed practice
-Take tests, sleep, recite

Use pneumonics

77
Q

Intelligence

A

No standard definition

The ability to understand complex ideas, adapt effectively to the environment, learn from experience, engage in reasoning, and overcome obstacles

78
Q

Intelligence Tests

A

Stanford-Binet still widely used

Wechsler Tests (WAIS, WISC) - intelligence tests that rate both verbal and performance intelligence 
(Most widely used)

WAIS - Weschler Adult Intelligence Scales
WISC - Weschler Intelligence Scales for Children

Performance Intelligence

79
Q

Performance Intelligence

A

Measured by solving puzzles, assembling objects, completing pictures, etc.

80
Q

Battery

A

Many things are required to try to measure intelligence

81
Q

What is a good intelligence test?

A

Reliability

Validity

82
Q

Conceptulizations of Intelligence

A 
Single factor
Collection of abilities
Multiple intelligences
Triarchic intelligence 
Emotional intelligence
83
Q

The Nature of Intelligence

A

Charles Spearman
-intelligence is gemeralized intelligence (g)

Raymond Catell
-(g) has 2 forms: crystallized int and fluid int
(Agreed upon today)

L.L. Thurstone
-int is 7 different things

Robert Sternberg
-int comprises cognitive abilities

Daniel Goleman
-emotional int coexists with traditional int

84
Q

Fluid Intelligence (Gf)

A

Spatial
Nonverbal
Innate
Independent of education

85
Q

Crystallized Intelligence (Gc)

A

Verbal
Based on experience
Increases of lifespan

86
Q

Gf-Gc Theory

A

Empirically based (Factor Analytic Approach)

Broad domains of ability are considered

87
Q

Personally Traits

A

Must be constant over time and situations

88
Q

Processing Speed (Gs)

A

Rapid cognitive processing, but little thinking

89
Q

Factor Analysis

A

Factors - underlying commonalities

Statistical procedure that helps explain why 2 tasks/tests are correlated

Exploritory F.A.

Confirmator F.A.

90
Q

Exploratory F.A.

A

Underlying components (not based on theory)

91
Q

Confirmator F.A.

A

Confirm whether factors in a theory exist or not

92
Q

Working Memory

A

STM in the face of interference

Central Executive Processor
-visual store and verbal store

93
Q

Development Overview Issues and Debates

A

Issues:

  1. Physical Development
  2. Cognitive Development
  3. Social Development

Debates:

  1. Nature vs. Nurture
  2. Continuity vs. Stages
  3. Stability vs. Change
94
Q

Tablia-Rossa Theory

A

Blank Slate at birth

95
Q

Biopsychological

A

Nature and Nurture are not independent

96
Q

Continuity

A

Development is continuous

97
Q

Stages

A

Development occurs at different rates

98
Q

Stability

A

Maintaining personal characteristics throughout lifespan

99
Q

Changes

A

Personality in infancy does not resemble personality in adulthood

100
Q

Assimilation

A

Absorbing new info into existing schemas

101
Q

Accommodation

A

Adjusting old schemas or developing new ones

102
Q

Piaget’s Stages

A 
Sensorimotor Stage (Birth-2)
-Object permanence, exploring
Preoperational Stage (2-6)
-Egocentrism, language
Concrete Operations (6-12)
-Logical Reasoning, conservation - understanding that certain physical characteristics remain
Formal Operations (12+)
-Abstract and hypothetical thinking, idealism, personal fable
103
Q

Vygotsky’s Theory

A

What I cannot do even w/ help

(Overlap) Zone of Proximal Development

What I can do myself

104
Q

Temperament

A

Core of personality, including emotional and perceptual sensitivity, energy levels, etc.

Negative affect or mood
Effortful control
Environmental interactions

105
Q

Social Development

A

Goodness of fit - degree to which parents and children have compatible temperaments

1.5-3 year gap in sibling age provides a better outcome

Easy child - relaxed and agreeable
Difficult child - moody, easily angered
Slow-to-warm-up child

106
Q

Attachment

A

Seperation and stranger anxiety
Secure and insecure attachment styles
-avoidant, anxious-ambivalente, disorganized

1 of 3 ^ are revealed when a parent leaves and then re-enters the room

Children ALWAYS cry upon seperation

107
Q

Insecure-Ambivalente

A

Emotional bond marked by desire AND some resistance to be reunited

108
Q

Attachment Effects in Adulthood

A

Secure:
More trusting
Expect lasting relationships

Avoidant:
Hard to trust
Uncomfortable with intimacy
Rarely report finding “true love”

Anxious/Ambivalente:
Obsessed with partner
Fear love won’t be reciprocated

109
Q

Parenting Styles

A

Authoritative (Best Outcomes)
Authoritarian
Permissive
Uninvolved

Psych 101 (5 decks)

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