Midterm 2 - Overlap/Important Flashcards
1
Q
Stimulus
A
Anything that can affect behavior
2
Q
Reflexes
A
Inevitable, involuntary responses to stimuli
3
Q
Instincts
A
Inborn patterns of behavior elicited by environmental stimuli
4
Q
Learning
A
A relatively permanent change in behavior
5
Q
Nonassociative Learning
A
Habituation (affected by consistancy)
Sensitization
6
Q
Sensitization
A
Being hypersensitive/vigilant to a stimulus that occurs rarely
7
Q
Associative Learning
A
Classical Conditioning
Operant Conditioning
8
Q
Classical Conditioning
A
Reflexive responses are associated with new stimuli
2 stimuli
9
Q
Neutral Stimulus
A
Doesn’t evoke a response
Becomes a Condotioned Stimulus when combined with an unconditioned stimulus
10
Q
Unconditioned Stimulus
A
Reliably elicits a response
11
Q
Unconditioned Response
A
Innate reflex response elicited by the U.S.
12
Q
Conditioned Stimulus
A
Evokes a response because it has been paired with an U.S.
13
Q
Conditioned Response
A
Learned response elicited by a C.S.
14
Q
Same 99% of the time in C.C.
A
Unconditioned Response and Conditioned Response
15
Q
C.C. Applications
A
Advertising
Overcoming Phobias
Counter Conditioning
16
Q
Types of Counterconditioning
A
Flooding
Systematic Desensitization
Both 99% effective, but flooding has a high drop out rate
17
Q
Prejudice
A
A judgement (learned)
Discrimination is acting on prejudice
18
Q
C.C. Principles
A
Acquisition Extinction Spontaneous Recovery Stimulus Generalizations Stimulus Discrimination Temporal Relations
19
Q
Higher Order Conditioning
A
C.S. used like an U.S.
20
Q
Expectancy
A
Anticipation of future events
Ex. Clever Hans
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)
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
23
Q
How to slow extinction
A
Longer ISI during Acquisition
50% U.S.+C.S., 50% C.S. during Acquisition
24
Q
Taste Aversion
A
The types of stimuli used as conditioned and unconditioned stimuli DO matter
-associated with new things (usually)
25
Operant Conditioning
Learning based on consequences of responding
26
Thorndike's Law of Effect
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
27
Operant ABCs
| Three-Term Contingency
Antecedent- event that precedes a behavior
Behavior- any identifiable behavior
Consequence - effect that follows a behavior
(S:R->O Stimulus:Response->Outcome)
28
4 Consequences
Something good can be presented
Something good can end
Something bad can start
Something bad can end
29
Reinforcememt
Anything that makes behavior more likely
Positive: something can start or be presented
Negative: something can end or be taken away
30
Positive Reinforcement (R+)
A response is followed by a reward
31
Negative Reinforcement (R-)
A response is followed by the removal of an unpleasant event
32
Punishment
Any event that follows a response and decreases it's likelihood of occuring again
33
Positive Punishment
Adding an aversive stimulus
Weakens likelihood of reoccurrence
34
Negative Punishment
Adding an aversive stimulus
Weakens likelihood of reoccurrence
Better at decreasing behavior
35
B.F. Skinner
Believed that there is no free will, and that life is based on reinforcement
Developed the three-step contingency
Radical behaviorist
36
Extinction (operant)
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
37
The Partial Reinforcement Effect
Extinction is more rapid after CRF than after a schedule of intermittent reinforcement
38
Schedules of Reinforcement
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]
39
Factors that affect performance on reinforcement schedules
```
Reinforcer quality
Amount
Rate
Delay
Response Effect
Level of Motivation
```
40
Factors that influence the effectiveness of punishment
```
Immediacy
Magnitude
Contingency
Manner of introduction
Motivation to respond
Availability of alternative behaviors
```
41
Side effects of punishment
```
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
```
42
More techniques for Behavior Deceleration
Response blocking
Overcorrection
Stimulus satiation
43
Overjustofication
When an intrinsic motivation receives extrinsic motivation, the intrinsic motivation goes away
Add a reward, then slowly remove it
44
Shaping
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
How do we learn?
C.C.
O.C.
Combo of C.C. O.C.
Modeling
46
Social Learning Theory
Three effects of Modeling:
Observational learning
Inhibitory learning
Response facilitation
47
"Bobo doll" studies
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
Response measures:
1. Total aggression
2. Imitative aggression
3. Partially imitative aggression
4. Non-imitative aggression
49
Fading
Opposite of shaping
50
Memory
The system by which we retain info and bring it to mind
51
Process of memory
Encoding -> storage ->retrieval
| Transduction
52
Atkinson-Shiffrin Model of Memory
Included 3 memory "stores"
| -a sensory register, a short-term store, and a long-term store
53
3 Stages of Memory
1. Sensory Memory
2. STM
3. LTM
54
Sensory Memory
A brief representation of a stimulus processed in the sensory system
55
STM
```
Limited capacity (7 +/- 2)
Duration of ~30 seconds
```
56
LTM
Location of permanent memories
Unlimited capacity
Relatively permanent
57
How to improve STM
Rehearsal
Maintenance
Chunking
58
Working Memory
Adaptation of STM (in the face of interference)
59
Primary Recollection
```
Elaborative
Rehearsal
LTM
Alzheimers
Korsakoff's syndrome
Amnesia
```
60
Recency
Maintenance
Rehearsal
STM
61
What does saliency impact?
STM -> LTM
62
LTM in the brain
Cerebral Cortex
Prefrontal Cortex
Hippocampus (consolodation)
Cerebellum (procedural memory)
63
Organization of LTM
Connectionist Theories
- spreading activation
- -schemas
64
Retrieval Cues
Any stimulus that helps you access target info
Recall
Recognition
65
Recall
Retrieve contextual details
66
Recognition
Combo of recollection and familiarity
67
Flashbulb Memories
Some memories seem permenantly etched in our brains
Not the event, but the SITUATION the person is in
68
Eyewitness Testimony
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
5 Theories of Forgetting
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
Proactive Interference
Old memories go forward to interfere with new memories
71
Retroactive Interference
New memories go backward to interfere with old memories
72
Stress and Memory
Releases Cortezal
-Impates LTM retrieval
73
Amnesia (Retrograde and Anterograde)
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
Hippocampus
Encoding new memories and assigning adresses to them
75
H.M.
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
Improving Memory
Distributed practice
-Take tests, sleep, recite
Use pneumonics
77
Intelligence
No standard definition
The ability to understand complex ideas, adapt effectively to the environment, learn from experience, engage in reasoning, and overcome obstacles
78
Intelligence Tests
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
Performance Intelligence
Measured by solving puzzles, assembling objects, completing pictures, etc.
80
Battery
Many things are required to try to measure intelligence
81
What is a good intelligence test?
Reliability
| Validity
82
Conceptulizations of Intelligence
```
Single factor
Collection of abilities
Multiple intelligences
Triarchic intelligence
Emotional intelligence
```
83
The Nature of Intelligence
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
Fluid Intelligence (Gf)
Spatial
Nonverbal
Innate
Independent of education
85
Crystallized Intelligence (Gc)
Verbal
Based on experience
Increases of lifespan
86
Gf-Gc Theory
Empirically based (Factor Analytic Approach)
Broad domains of ability are considered
87
Personally Traits
Must be constant over time and situations
88
Processing Speed (Gs)
Rapid cognitive processing, but little thinking
89
Factor Analysis
Factors - underlying commonalities
Statistical procedure that helps explain why 2 tasks/tests are correlated
Exploritory F.A.
Confirmator F.A.
90
Exploratory F.A.
Underlying components (not based on theory)
91
Confirmator F.A.
Confirm whether factors in a theory exist or not
92
Working Memory
STM in the face of interference
Central Executive Processor
-visual store and verbal store
93
Development Overview Issues and Debates
Issues:
1. Physical Development
2. Cognitive Development
3. Social Development
Debates:
1. Nature vs. Nurture
2. Continuity vs. Stages
3. Stability vs. Change
94
Tablia-Rossa Theory
Blank Slate at birth
95
Biopsychological
Nature and Nurture are not independent
96
Continuity
Development is continuous
97
Stages
Development occurs at different rates
98
Stability
Maintaining personal characteristics throughout lifespan
99
Changes
Personality in infancy does not resemble personality in adulthood
100
Assimilation
Absorbing new info into existing schemas
101
Accommodation
Adjusting old schemas or developing new ones
102
Piaget's Stages
```
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
Vygotsky's Theory
What I cannot do even w/ help
(Overlap) Zone of Proximal Development
What I can do myself
104
Temperament
Core of personality, including emotional and perceptual sensitivity, energy levels, etc.
Negative affect or mood
Effortful control
Environmental interactions
105
Social Development
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
Attachment
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
Insecure-Ambivalente
Emotional bond marked by desire AND some resistance to be reunited
108
Attachment Effects in Adulthood
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
Parenting Styles
Authoritative (Best Outcomes)
Authoritarian
Permissive
Uninvolved
