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Psychology > Psychology Exam 2 > Flashcards

Psychology Exam 2 Flashcards

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1
Q

Learning is:

A

the process of acquiring through experience, new and relatively enduring information or behaviors

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2
Q

Associative learning is:

A

learning that certain events occur together

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3
Q

Who thought of Classical Conditioning?

A

Ivan Pavlov

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4
Q

Stimulus is:

A

is any event or situation that evokes a response

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5
Q

Neutral Stimulus:

A

a stimulus that elicits no response before conditioning

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6
Q

Unconditioned Stimulus:

A

a stimulus that naturally and automatically triggers a response

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7
Q

Conditioned Stimulus:

A

originally irrelevant stimulus after association with an unconditioned stimulus triggers a conditioned response

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8
Q

Acquisition:

A

neutral stimulus + unconditioned stimulus = conditioned response

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9
Q

Extinction:

A

diminishing of a conditioned response US does not follow a CS

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10
Q

Spontaneous Recovery:

A

reappearance, after a pause, of an extinguished CR

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11
Q

Generalization:

A

tendency, once a response has been conditioned, to elicit similar responses

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12
Q

Discrimination:

A

learned ability to distinguish between a CS and other irrelevant stimuli

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13
Q

Who works with Operant Conditioning?

A

B.F. Skinner

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14
Q

Operant Conditioning

A

a type of learning in which behavior is strengthened if followed by a reinforcer, or diminished if followed by a punisher

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15
Q

Reinforcement:

A

strengthens a response making it more likely to occur

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16
Q

Punishment:

A

weakens a response making it less likely to occur

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17
Q

Positive Reinforcement

A

adding something pleasant to increase a behavior

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18
Q

Negative Reinforcement

A

removing something to increase behavior

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19
Q

Positive punishment

A

add something negative that decreases behavior (speeding ticket)

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20
Q

Negative Punishment

A

take something positive away that decreases behavior (taking phone away)

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21
Q

Primary Reinforcements

A

satisfy an intrinsic unlearned biological need; food, water, sex

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22
Q

Secondary reinforcements

A

not intrinsic and value is learned; money, praise, attention

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23
Q

Fixed Ratio

A

every so many; reinforcement after every nth behavior

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24
Q

Fixed interval

A

every so often; reinforcement for behavior after a fixed time

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25
Q

Variable Ratio

A

after an unpredictable number

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26
Q

Variable Interval

A

unpredictably often for behavior after a random amount of time

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27
Q

Side effects of punishment

A

increase aggression, passive aggressive behavior, avoidance, modeling

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28
Q

Mirroring neurons

A

frontal lobe neurons that fire similarly when both performing a behavior and watching another perform the behavior

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29
Q

Why is observational learning important?

A

avoids danger, how to think and feel, and how to interact socially.

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30
Q

What is Memory?

A

the persistence of learning over time through storage and retrieval of information

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31
Q

What are 3 measures of memory?

A
  1. Recall-Retrieve
  2. Recognition-Identify
  3. Relearning-Time saved
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32
Q

Iconic Memory

A

visual representation

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33
Q

Echoic memory

A

auditory representation

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34
Q

Automatic Processing

A

visual and auditory representation

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35
Q

Effortful processing

A

space, time, and frequency

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36
Q

Encoding

A

information in

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37
Q

Storage

A

hang onto information

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38
Q

Retrieval

A

get information back out

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39
Q

Sensory memory

A

immediate

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40
Q

Short-term memory

A

few items, relays between sensory and long term memory or forgotten

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41
Q

Long-tern memory

A

information is processed meaningfully

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42
Q

Atkinson-shiffrin model

A

external events > sensory memory > encoding > short term memory > retrieving > long term memory

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43
Q

Explicit Memory

A

declarative; effort, information, facts

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44
Q

Implicit Memory

A

nondeclartive; automatic/unconscious

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45
Q

Automatic memory is processed where?

A

cerebellum and basal ganglia

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46
Q

Effortful memory is processed where?

A

hippocampus and frontal lobes

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47
Q

Semantic Memory

A

facts and general knowledge

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48
Q

Episodic Memory

A

personally experienced events

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49
Q

Declarative Memory

A

things you know that you can tell others; includes episodic and semantic

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50
Q

Non declarative Memory

A

things you know that you can show by doing; includes skill learning, priming, and conditioning

51
Q

Frontal Lobe

A

explicit memories

52
Q

Hippocampus

A

Save button

53
Q

Cerebellum

A

implicit conditioned

54
Q

Basal Ganglia

A

implicit procedural

55
Q

Amygdala

A

emotions

56
Q

Chunking

A

organizing items into familiar or manageable things

57
Q

Mnemonics

A

memory aides, pictures, acronym

58
Q

Hierarchies

A

dividing and subdividing concepts

59
Q

Massed practice is NOT effective True or False

A

True

60
Q

emotions release stress hormones that impact memory

A

True

61
Q

Priming-Activation

A

smells, taste, sights, etc

62
Q

Context Dependent

A

memory better when tested in the same context

63
Q

State-Dependent

A

recall better in the same state; good or bad events become retrieval cues

64
Q

Mood-congruent memory

A

the tendency to recall experiences that are consistent with ones current good or bad mood

65
Q

Recency Effect

A

remember last item best right away, but if attention is shifted too soon it will not encode into long term

66
Q

Primacy effect

A

remember first items the best in a list

67
Q

Anterograde Amnesia

A

cannot form new memories

68
Q

Retrograde Amnesia

A

cannot recall past memories

69
Q

what kind of memory do people with amnesia lose?

A

they lose explicit memory but not implicit

70
Q

Why do we forget?

A

encoding failure, storage decay, retrieval failure

71
Q

Proactive Interference

A

old learning disrupts new

72
Q

Retroactive Interference

A

new learning disrupts old

73
Q

Motivated Forgetting

A

repression of neutral events successful, but rarely emotional events

74
Q

Misinformation effect-misleading

A

information can mislead our memories

75
Q

source amnesia

A

inaccurately recall how we learned something

76
Q

false memories

A

fill in gaps, influenced by questions or stories

77
Q

Cognition

A

all the mental activities associated with thinking, knowing, remembering, and communicating

78
Q

Concepts

A

help to simplify thinking through mental grouping of similar objects, events, ideas, or people

79
Q

Prototype

A

placing an item in a category, memory gradually shifts it toward a category

80
Q

Algorithm

A

a methodical, logical rule or procedure that guarantees a solution to a problem

81
Q

Heuristic

A

a simpler strategy that is usually speedier than an algorithm but is also more error prone

82
Q

Insight

A

sudden flash of inspiration that solves a problem

83
Q

Confirmation Bias

A

predisposes us to verify rather than challenge our preconceptions

84
Q

Fixation

A

mental set, may prevent us from taking the fresh perspective that would lead to a solution

85
Q

Availability Heuristics

A

can distort judgment by estimating event likelihood based on memory availability

86
Q

Why we fear the wrong things?

A

ancestral history has prepared us to fear, what we cannot control, what is immediate, and what is most readily available in memory

87
Q

Overconfidence

A

the tendency to overestimate the accuracy of our knowledge and judgment

88
Q

Belief Perseverance

A

when we cling to beliefs and ignore evidence that proves these are wrong

89
Q

Framing

A

the way we present an issue, sways our decisions and judgments

90
Q

What is intuition?

A

analysis, adaptive, enables quick reactions, flows from unconscious processing

91
Q

Creativity

A

is the ability to produce novel and valuable ideas

92
Q

What is creativity supported by?

A

Aptitude, intelligence, working memory

93
Q

Divergent Thinking

A

expands the number of possible problem solutions

94
Q

Convergent thinking

A

narrows the available problem solutions to determine the single best solution

95
Q

Who is Robert Sternberg

A

5 components of creativity,
1. expertise
2. imaginative thinking skills
3. intrinsic motivation
4. a venturesome personally
5. a creative environment

96
Q

Language

A

our spoken, written, or signed words and the ways we combine them to communicate meaning

97
Q

Phonemes

A

small distinctive sound units in language

98
Q

Morphemes

A

smallest language units that carry meaning

99
Q

Grammar

A

system of rules that enables humans to communicate with one another

100
Q

Semantics

A

how we derive meaning from sounds

101
Q

Syntax

A

how we order words into sentences

102
Q

Receptive Language

A

Infants’ ability to understand what is sald to them begins around 4 months.

103
Q

Productive Language

A

Infants’ ability lo produce words begins around 10 months.

104
Q

Childhood

A

seems to represent a critical period for mastering certain aspects of language

105
Q

Intelligence

A

the potential to learn from experience, solve problems, and use knowledge to adapt to new solutions

106
Q

Charles Spearmen

A

humans have one general intelligence that is at the heart of everything a person doe

107
Q

Gardners Eight Multiple Intelligences

A

Intelligence consists of multiple abilities that come in different packages.

108
Q

Sternberg’s Three Intelligences

A

Analytical, Creative, and Practical

109
Q

Analytical intelligence

A

(school smarts: traditional academic problem solving)

110
Q

Creative intelligence

A

(trailblazing smarts: ability to generate novel ideas)

111
Q

Practical intelligence

A

(street smarts: skill at handling everyday tasks)

112
Q

Emotional intelligence

A

The ability to perceive, understand, manage, and use emotions.

113
Q

Aphasia

A

an impairment of language, usually caused by left hemisphere damage either to Broca’s area or Wernicke’s area

114
Q

Damage to Broca’s area impairs?

A

speaking

115
Q

Damage to Wernicks area impairs?

A

understanding

116
Q

Intelligence test

A

method for assessing an individual’s mental aptitudes and comparing them with those of others using numerical scores

117
Q

Aptitude tests

A

designed to predict a persons future performance

118
Q

Achievement tests

A

designed to assess what a person has learned

119
Q

Alfred Binet

A

predicting school achievement, measured each child’s mental age and tested how they succeed

120
Q

standardization

A

defining uniform testing procedures and meaningful scores by comparison with the performance of a pretested group

121
Q

reliability

A

extent to which a test yields consistent results

122
Q

Validity

A

extent to which a test measures or predicts what it is supposed to

123
Q

content validity

A

extent to which a test samples the behavior that is of interest

124
Q

predictive validity

A

success with which a test predicts the behavior it is designed to predict

Psychology (5 decks)

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