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Semi-Final1 Flashcards

1
Q

Change in behavior resulting from experience

A

Learning

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2
Q

Some behavior change requires biological development as well as experience

A

Maturation vs Learning

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3
Q

Behavior change

A

Walking
Talking
Adult sexual behavior

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4
Q

Relatively simple forms of learning

A

Habituation
Classical conditioning
Operant conditioning

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5
Q

More complex kinds of learning

A

Learning calculus

Learning the history of the Civil war

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6
Q

Classical conditioning

A

Pavlov’s Dogs

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7
Q

He originally studied the physiology of salivation which he won the Nobel Prize

A

Pavlov

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8
Q

Classical conditioning is also known as

A

Pavlovian conditioning

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9
Q

Basic paradigm of classical conditioning

A

Formerly neutral stimulus (CS) paired with another stimulus (US) that automatically produces a response (CR)

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10
Q

An adaptive change in behavior that results from experience

A

Learning

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11
Q

Formerly neutral stimulus

A

Conditioned stimulus ex: a bell

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12
Q

Unconditioned stimulus

A

Food

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13
Q

Conditioned response

A

Salivation

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14
Q

After repeated pairing, the neutral stimulus () will elicit a response similar to the unconditioned response ()

A

The bell

The heel will produce a response of salivation

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15
Q

The learned response to the bell

A

Conditioned response

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16
Q

US

A

Unconditioned stimulus

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17
Q

CS

A

Conditioned stimulus

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18
Q

UR

A

Unconditioned response

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19
Q

CR

A

Conditioned response

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20
Q

Examples of classical conditioning

A

Learning to feel upset at the the sight of flashing police lights in your rear view mirror

Learning to feel anxiety when you hear the sounds at the dentist’s office

Learning sexual arousal to objects that have been associated with sexual arousal in the past

Feeling tender emotions when you hear a song that was associated with your first romance

A new mother whose breasts start to produce milk when she heard her baby’s cry

Learning to feel emotional arousal to certain words

The famous case of “little Albert”

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21
Q

Little Albert

A

Learning fear

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22
Q

They believed traditionally that responses that can be classically conditioned are involuntarily responses

A

Psychogists

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23
Q

Involuntary responses

A 
Heart rate changes
Gastric motility
Sweating
Eye blinks
Sexual arousal
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24
Q

Voluntary responses are molded through their rewarding and punishing consequences

A

Operant conditioning

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25
Q

Evolutionary “purpose” of classical conditioning

A

It helps the body prepare itself for an expected or likely event.

For example, if food is likely, salivation aids the digestive process. If a painful shock is likely, the body prepares itself for this stressor

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26
Q

Important terms and concepts in CC

A

Extinction
Spontaneous recovery
Generalization
Semantic Generalization

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27
Q

A weakening of the conditioned response when there ceased to be a pairing between the CS and the US

A

Extinction

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28
Q

The tendency for a conditioned response to reappear after extinction takes place

A

Spontaneous recovery

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29
Q

The tendency for an animal or person not only to condition to the exact CS used during conditioning trial but also to similar stimuli

A

Generalization

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30
Q

If a dog is conditioned to salivate to a particular bell, it may also salivate to other cells as well

A

Generalization

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31
Q

A kind of generalizations which occurs only in people

A

Semantic generalization

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32
Q

Some factors that influence classical conditioning

A

Time delay between CS and US
Time arrangement of CS and US

Forward
Trace
Simultaneous
Backward

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33
Q

When people learned conditioned responses to words, they may generalize the responses to the objects or concepts that the words refer to

A

Semantic generalization

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34
Q

Example of semantic generalization

A

Learn prejudiced feelings to a bigoted label, you may generalize them to the people referred to by the label

If the word “white” is paired with electric shocks and you learn to the afraid of the words- you may also show fear responses to the word light which is semantically related to the word “white”

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35
Q

When people learned conditioned responses to words with similar meanings

A

Semantic generalization

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36
Q

CS comes first and while it’s still going, the US occurs

A

Forward you

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37
Q

CS comes first and after it stops, the US occurs

A

Trace

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38
Q

CS and US occur at the same time

A

Simulataneous

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39
Q

CS occurs after the US has started

A

Backward

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40
Q

CC

A

Classical conditioning

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41
Q

CC occurs when the CS and US occur together, in time and space;

A

Contiguity (Pavlov’s View)

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42
Q

CC occurs only when the CS providers some information ahead of time about the likelihood of the US occurring

A

contingency

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43
Q

Evidence of contiguity vs contingency

A

Effects of CS, US time arrangements

Blocking experiments

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44
Q

Not similarity to British associationist views

A

Contiguity

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45
Q

What happened if animals are first conditioned to blink (CR) to one CS (a sound) for 8 trials, and then light and a sound (two CS’s) are paired with the air burst for another 8 trials?

A

Blocking experiments

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46
Q

Will the animal show a CR to the newly added CS?

A

Blocking experiments

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47
Q

A kind is stimulus-response learning (the CR is “hooked to” the CS)?

A

Classical conditioning

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48
Q

Kind of stimulus-stimulus learning (the animal learns that the CS “signals” the US)?

A

Classical conditioning

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49
Q

What happens if we prevent an animal from making the CR by paralyzingly the muscle?

A

Response-prevention paradigm

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50
Q

When the paralysis is removed will the animals show the CR?

A

Response-Prevention paradigm

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51
Q

In Pavlov’s original experiments, the dogs were hungry. What happens if we condition dogs to salivated to a bell and then allow the dogs to eat until there stuffed. Will they then salivate to the bell

A

The “US devaluation” paradigm

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52
Q

The unusual case of learned taste aversions: conditioning can occur in on trial; the time delay between CS and US can be long

A

Biological preparedness and classical conditioning

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53
Q

Animals can learn some kinds of CR more readily to do some kinds of CS than to the others (visual cues)

A

Biological preparedness and classical conditioning

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54
Q

CR

A

Food aversions

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55
Q

CS

A

Smell, taste

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56
Q

Operant conditioning

A

A. Edward Thorndike’s (1898) cat puzzle box

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57
Q

Hungry cats locked in a box, which could be opened only if the cat pulled an unlatching device (a loop of wire)

A

A. Edward Thorndike’s (1898) cat puzzle box

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58
Q

At first cats randomly moved, meowed and clawed but gradually the became better (quicker) at getting out of the box with successive traits

A

A. Edward Thorndike’s (1898) cat puzzle box

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59
Q

Rewards of reinforcers strengthen stimulus-response connections; a mechanistic, unthinking view of the effects of reward

A

Thorndike’s “law of effect”

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60
Q

A rat allowed to freely roam through a maze still seems to learn it layout, even when the rat is not rewarded

A

Tolman’s notion “latent learning”

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61
Q

Is reward necessary for learning to take place?

A

Yes

62
Q

B.F. Skinner’s (1904-1990) View of operant is also known as

A

Instrumental conditioning

63
Q

Animals emit behaviors freely called

A

Operants

64
Q

For example, rats in a “Skinner box” might press a lever sticking out if the wall of the box

A

Operants

65
Q

Anything that increases the probability of a response when it follows the response

A

Reinforcer

66
Q

Example: __ is reinforcing to a hungry animal; __ is reinforcing to a thirsty animal, __ can be reinforcing to a sexually mature animal

A

Reinforcer
Food
Water
Sex

67
Q

Important concepts and terms in operant conditioning

A 
Positive vs negative reinforcement 
Primary vs secondary reinforcers
Schedule of reinforcement
Partial vs continuous 
Punishment is
68
Q

Both increase the probability of a response

A

Positive bs negative reinforcement

69
Q

Termination of an aversive or unpleasant stimulus

A

Negative reinforcement

70
Q

Unpleasant stimulus

A

Electric shock

Pain anxiety

71
Q

Presentation of a desired stimulus

A

Positive reinforcement

72
Q

Desired stimulus

A

Food

Money

73
Q

Example to think about: Do people drink alcohol or take drugs like cocaine

A

Positive or negative reinforcement

74
Q

Unlearned and ‘wired in” to the organism

A

Primary reinforcers

75
Q

Example of primary reinforcers

A

Food
Water
Sex

76
Q

Learned reinforcers

A

Secondary reinforcers

77
Q

Example of secondary reinforcers

A

Money
School grades
Tokens that monkeys work for to get treats

78
Q

Based on time

A

Interval

79
Q

Based on number of responses

A

Ratio

80
Q

Occurring after set intervals of the times or fixed number of responses

A

Fixed

81
Q

Occurring after variable time intervals or a variable number of responses

A

Variable

82
Q

Different schedules of reinforcement produce different patterns of patterns of response in animals and people

A

Schedules of reinforcement

83
Q

Interval or ratio, fixed or variables

A

Schedules of reinforcement

84
Q

Some of the time schedules of reinforcement

A

Partial

85
Q

Every response reinforced schedules of reinforcement

A

Continuous

86
Q

Produces responses that are more resistant to extinction

A

Partial reinforcement

87
Q

It is an ineffective because it may lead only to a temporary, situation-specific suppression of a response

A

Skinner’s early view of PUNISHMENT

88
Q

Best at a partial strategy

A

PUNISHMENT

89
Q

It may eliminate an undesired response, but it doesn’t necessarily establish a desired response in its place

A

PUNISHMENT

90
Q

It may produce anger and modeling of aggressive behavior

A

Physical punishment

91
Q

When is PUNISHMENT effective?

A

In animals, punishment must be delivered soon after a response to be most effective

PUNISHMENT must be strong (as severe as is ethically or practically acceptable) to be effective

PUNISHMENT must be delivered consistently (compare this with the partial reinforcement effect)

PUNISHMENT should start out strong, it should not start out weak and build up with repeated “ infractions”

PUNISHMENT is less effective if animal earlier experienced random and noncontingent punishment

PUNISHMENT is more effective if animal if offered an alternative response to the punished response

92
Q

Example is a child is randomly abused and then punished for a specific “bad” behavior

A

PUNISHMENT

93
Q

Whenever we talk about learning, we delve into and discuss the issue of __

A

Intelligence

94
Q

Ability to learn about, learn from, understand and interact with one’s environment

A 
Intelligence
Carol Bainbridge (2007)
95
Q

Specific abilities

A

Adaptability to a new environment or to changes in the current environment

Capacity for knowledge and the ability to acquire it

Capacity for reason and abstract thought

Ability to comprehend relationships

Ability to evaluate and judge

Capacity for original and productive thought

96
Q

It has wider meaning that includes a person’s immediate surroundings including the people around him or her

A

Environment

97
Q

Environment in this case can also be something as small as a family

A

Family
Workplace
Classroom

98
Q

Relatively a new issue in psychology

A

Emotional intelligence

99
Q

Many believed that it is not just the usual intelligence that matters on a person’s success

A

Enotional intelligence

100
Q

Human phenomenon

A

Emotional intelligence

101
Q

It was originally developed during the 1970s and 80s by the world and writings of psychologists

A

Early emotional intelligence
Daniel Goleman’s book called Emotional Intelligence (1995)

Howard Gardner (Harvard)
Peter Salovey (Yale)
John 'Jack' Meyer (New Hampshire)
102
Q

Is an increasingly relevant to the organizational development and developing people

A

Emotional intelligence

103
Q

Provide anew wag to understand and assess people’s behaviors, management styles, attitudes, interpersonal skills and potential

A

EQ principles

104
Q

Important consideration in Human Resources planning, job profiling, recruitment interviewing and selection, management development, customer relations and customer services

A

Emotional Intelligence

105
Q

Links strongly with concepts of love and spirituality: bringing compassion and humanity to work and also to ‘Multiple Intelligence’

A

Emotional Intelligence

106
Q

Illustrates and measures the range of capabilities people possess and the fact that everybody has a value

A

Multiple Intelligence

107
Q

Argues that IG or conventional intelligence is too narrow that there are wider areas of Emotional Intelligence that dictate and enable how successful we are

A

EQ concept

108
Q

It requires more then IQ which has tended to be the traditional measure of intelligence, ignoring essential behavioral and character elements

A

Success

109
Q

IQ

A

Intelligence Quotient

110
Q

Despite possessing high IQ rating, it doesn’t automatically follow

A

High IQ rating

111
Q

Essential premise of EQ

A

To be successful requires the effective awareness, control and management of one’ sown emotions and those other oeopl

112
Q

EQ embraces three aspects of intelligence

A

Understanding yourself, your goals, intentions, responses, behavior and all

Understanding others and their feelings

Emotional intelligence-the five domains and

113
Q

Goleman identified the five domains of EQ

A

Knowing your emotions
Managing your own emotions
Motivating yourself
Recognizing and understanding other people’s emotions
Managing relationships i.e. managing the emotions of others

114
Q

Embraced and draws from numerous other branches of behavioral, emotional and communications theories

Such as

A

Emotional intelligence

NLP
TRANSACTIONAL ANALYSIS
EMPHATY

115
Q

NLP

A

Neuro-Linguistic Programming

116
Q

Productive and successful at what we do, and help others to be more productive and successful

A

EI and EQ domains of course

117
Q

Contain many elements known to reduce stress for individuals and organizations by decreasing conflict, improving relationships and understanding and increasing stability, continuity and harmony

A

Process and Outcomes of Emotional Intelligence

118
Q

According to its purpose-whether is is a need, want, drive or an interest

A

Motivation

119
Q

Motivation

A

Biological motives

Cognitive motive

120
Q

Biological motives

A

Hull’s theory

121
Q

Cognitive motive

A

Competence motivation

122
Q

Those that are wired into the nervous system

A

Biological motives

Hull’s theory

123
Q

They include hunger, thirst, the pursuit of pleasure and the avoidance of pain

A

Biological motives

Hull’s theory

124
Q

They do what they must to obtain food and water

A

Most living Creatures/Primary reinforcers

125
Q

An early attempt to specify how these motive motives affect animal behavior was the ambitious theory

A

Clark Hull

126
Q

He tried to explain all human and animal motivation using mathematical formulas

A

Hull’s theory

127
Q

Hull borrowed from the concept of

A

Homeostasis or biological regulation

128
Q

Hull’s assumption that biological motives followed the pattern of homeostasis is reflected in modern concepts and concepts of

A

Set-point for fat regulation

129
Q

acquisition by a human or animal mind of information it could not have received by normal, sensory means.

A

Extrasensory Perception

130
Q

Paranormal cognition

A

ESP

131
Q

Areas of ESP

A 
Clairvoyance 
Out of body experience
Precognition or premonition
Psychokinesis/Telekinesis
Mental Telepathy
132
Q

According to Carrell Bainbridge, ability to learn from understand and interact with one’s movement

A

Intelligence

133
Q

Specific abilities of Intelligence

A

Adaptability to view environment-changes in current environment

Capacity of knowledge and the ability to acquire it

Capacity for reason and abstract (guess/prediction) *doesn’t mean you don’t know: reasoning

Ability to comprehend relationship
*discerning of the spirit

Ability to evaluate and judge
*judgy yourself right=judge themselves right

Capacity to judgment
*Original- despite right and in order, must

134
Q

Motivation

A

Analyze yourself

135
Q

Motivation

A

Self-Actualization

136
Q

It is the awareness, without physical aids or normal sensory means, of what is going on elsewhere.

A

Clairvoyance

137
Q

Clairvoyance

A

REMOTE VIEWING

138
Q

It is the apparent projection of the mind from the body, often with the seeming ability to travel great distances in a matter of seconds.

A

Out-of-body experience

139
Q

Out of body experience

A

astral projection

140
Q

It is the obtaining of information about the future that could not have been gained through normal means.

A

Precognition

141
Q

It is the movement of objects, seemingly caused by some force unknown to physical science.

A

Psychokinesis or Telekinesis

142
Q

It is the transference of thought from one mind to another. Distance and time seem unable to affect this phenomenon.

A

Mental Telepathy

143
Q

Precognition

A

Premonition

144
Q

Psychokinesis

A

Telekinesis

145
Q

The direct action of mind on matter is the parapsychologists’ current nominee as the energy involved in poltergeist cases—those bizarre occurrences when bottles and crockery float through the air, fires break out on living room tables, or disembodied voices cackle threats and obscenities.

A

Psychokinesis

146
Q

ESP

A

Sixth sense

147
Q

It takes a to convince anyone that he or she has perceived anything via extrasensory means.

A

corroborating incident

148
Q

Some parapsychologists prefer to say “__,” but this term is subject to the same sort of criticism if the receiver is not instantly certain of the validity of the information. Besides, the researchers insist that the material in

A

paranormal cognition

149
Q

They are not a psychic, a mentalist, an astrologer, or one who gives psychic readings.

A

Parapsychologist

150
Q

A parapsychologist is generally a member of the __, which was founded in __ and elected an affiliate of the __ in __.

A

Parapsychological Association
1957
American Association for the Advancement of Science
1969

151
Q

They is a scientist who is seriously interested in the paranormal (or anomalous phenomena), which includes telepathy, clairvoyance, precognition, psychokinesis, hauntings, reincarnation, and out-of-body or near-death experiences

A

Parapsychologist

Psychology (6 decks)

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