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Psych 101 > Test 2 > Flashcards

Test 2 Flashcards

1
Q

Learning

A

The process by which experience or practice results in a relatively permanent changing behavior or potential behavior

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2
Q

Classical Conditioning

A

Type of learning in which a response naturally elicited by one stimulus comes to be elicited by a different, formerly neutral, stimulus

Associations
Also known as Pavlovian conditioning

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3
Q

Operant conditioning

A

Instrumental Conditioning

Behaviors emitted in the presence of specific stimuli to earn rewards or avoid punishment

Learn by reward or consequence

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4
Q

Observational Learning

A

Social learning

learning by observing other people’s behavior

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5
Q

Pavlov

A

Behaviorism

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6
Q

Skinner

A

Behaviorism

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7
Q

Unconditioned Stimulus (US)

A

A stimulus that invariably causes an organism to respond in a specific way

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8
Q

Unconditioned response (UR)

A

A response that takes place in an organism whenever a US occurs

Automatic

Not taught

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9
Q

Conditioned Stimulus (CS)

A

An originally neutral stimulus that is paired with a US and eventually produces the desired response in an organism when presented alone

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10
Q

Continuous Pairing

A

Pairing the CS and the US repeatedly in every trial

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11
Q

Conditioned Response (CR)

A

After conditioning, the response an organism produces when a CS is presented

Learned

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12
Q

Blocking

A

Occurs when a previous association prevents another association from being formed

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13
Q

Shaping

A

Reinforce successive approximation to a desired behavior

rewarding baby steps until desired behavior

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14
Q

Primary reinforcers

A

Rewarding in themselves,

food water sex

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15
Q

Secondary reinforcers

A

Value is acquired through association with other primary or secondary reinforcers

money

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16
Q

Learned Helplessness

A

Failure to take steps to avoid or escape from unpleasant or aversive stimuli

Occurs as a result of previous exposure to unavoidable painful stimuli

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17
Q

Fixed-interval Schedule

A

the correct response is reinforced after a fixed length of time

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18
Q

Variable-Interval Schedule

A

Correct response is reinforced after varying lengths of time

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19
Q

Fixed-ratio schedule

A

correct response is reinforced after a fixed number of correct responses

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20
Q

Variable-ratio schedule

A

correct response is reinforced in which a varying number of correct responses must occur

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21
Q

Extinction

A

Decrease in strength or frequency of learned response
Due to failure of continued paring of US and CS

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22
Q

Spontaneous Recovery

A

Reappearance of extinguished response after passage of time without training

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23
Q

4 stages of Observational Learning

A

Attention
Retention
Initiation
Motivation

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24
Q

Vicarious reinforcement or punishment

A

observing reinforcement/punishment by models

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25
Bandura's Bobo Doll Experiment
people have a natural tendency to imitate the behavior of others after observing them
26
Memory
Ability to remember the things we experience andl learn Computer like model used to store and retrieve
27
Encoding
Memories are formed
28
STorage
stored oever time
29
Retrieval
How memories are recovered
30
Recoding
Taking info from one form and converting it that makes sense to us
31
Memory Trace (Engram)
The change in the nervous system that represents our experience.
32
Consolidation
The neural changes that occur overtime to create the memory trace of an experience
33
Retrieval
How memories are recovered and translated Available - everything Accessible- able to be retrieved Encoding Specific Principals
34
Iconic Memory
Temporary visual image that lasts only a few seconds Your inner eye
35
Echoic Memory
Auditory equivalent of the iconic memory Your inner voice
36
Attention
Selectively attending to some stimuli
37
The Cocktail Party Effect
focusing auditory attention and filtering out what around But your attention is grabbed if you hear your name
38
Change Blindness
When you don't noice a change
39
Selective Attention
select specific info while simutaneously excluding other info
40
Stroop Effect
Name color of words when it doesn't match
41
Visual Neglect
Tendency to ignore things that appear on one side of body Injury to R parietal lobe
42
Short Term memory STM
Briefly stores selected info from sensory registers decays over time needs rehearsal
43
Working Memory
Emphasizes active processing component. Ability to hold info in brain for a short period of time
44
Chunking
grouping info into meaningful units to help STM
45
Encoding in STM
phonological visual memory for images is better than for words
46
Rote rehearsal
repeating over and over effective for short term
47
Working Memory Model
Phonological loop - storing auditory info Central Executive Visu0spatial sketchpad
48
Long-term Memory
more or less permanent vast qualities of info most info encoded terms of meaning
49
Serial Position effect
Primacy Effect - listed first Recency Effect - listed last
50
Schemata
set of beliefs based on past experiences can cause false memories
51
Episodic Memory
experiences/life events (episodes of life)
52
Semantic
portion of long-term memory that stores general facts and info
53
Collective Memory
group share
54
Explicit Memory
55
Implicit Memory
56
Priming
more likely to complete fragments - fiven some info and then fill the rest
57
Tip-of-the-tongue
knowing a word but not ableto recall
58
Forgetting Curve
sharpest decline right after learning
59
Context-dependent memory
need context to remember going into a room and forgetting why- go back to where you were to remember
60
Developmental Psychology
Study of changes that occur from birth through old age
61
Research Methods
Cross-sectional Longitudinal studies Biographical/retrospective Sequential
62
Cross-sectional Study
comparing people of different ages at about the same time -snapshots of time -requires cohorts -relies on questionnaires and interviews-verbal ability
63
Longitudinal Studies
studies developmental changes by evaluating same people at different points in their lives
64
Biographical/retrospective
reconstructs a person's past through interviews and inferring the effect of past events and current behaviors
65
Sequential
examines changes over time between participants of diff ages at same point in time can examine cohort effects multiple analysis
66
Attrition
dropping out of study early
67
Prenatal Development
Conception - birth (9 months) Embryo Fetus
68
Embryo
2 weeks-t months after conception cells begin to specialize to form organs, muscles, bones, skin and nervous system
69
Fetus
2 months to conception roughly resembles a baby
70
Teratogens
toxic substances that cross placenta and may result in birth defects Thalidomide (shortening/absence of limbs)
71
Nature / Nurture
Biology /. Environment
72
Continuous Development
steady incline up
73
Discontinuous Development
interval steps up
74
Jean Piaget
believed cognitive development is a way of adapting to the environment believed children are intrinsically motivated to explore and understand progresses through stages
75
Piaget's Theory of Cognitive Development
Sensorimotor Preoperational state Concrete operational
76
Sensorimotor
0-2 years develop object permanence - concept that things exists out of sight acquire ability to form mental representations
77
Preoperational stage
2-7 yrs Mental images used to remember Egocentricism - unable to see things from another's pov
78
Concrete operational stage
7-11 years Principles of conservation - quanity is not altered by reversible changes in its appearance
79
Formal operational stage
Adolescence-adulthood becomes capable of abstract thought theory of mind
80
Assimilation
adding in new information into existing schemas
81
Accommodation
when we restructure or modify what we already know so that new info can fit better
82
Ericson
comprehensive developmental schedule
83
Attachment
Emotional bond in first year of life that makes babies cling to caregivers for safety and comfort Mary Aisnworth Strange situation
84
Attachement Styles
Secure Ambivalent Avoidant Disorganzied
85
Secure
use the caregiver as a secure base (65%) better peer relationships better evaluated by teachers persist on challenging tasks
86
Ambivalent (Insecure)
Often cling to caregiver and then fights against closeness (20%) More likely to be bullies more likely to have trouble with relationships
87
Avoidant
Show insecurity by avoiding the mother (10%)
88
Disorganzied
Non conforming Insecurely attached due to abuse or neglect
89
Parenting Styles
arise from the ways parents resolve conflict warmth and responsiveness & expectations and control
90
Authoritative
High warmth and high in reasonable expectations most successful
91
Authoritarian
very controlling, regid, kids have poor communication and withdrawn
92
Permissive
responsive but low on expectations less control and fewer demands kids can be out of control
93
Neglecting-uninvolved
Low in responsiveness and low on demands invest little time or attention to child worst outcomes
94
Harry Harlow
Why do babies bond with their mothers? Studied monkeys infants chose soft surrogate mother over wire mother with food
95
Importance of Fit
Biological disposition + experience=personality
96
Lawrence Kohlberg
Told participants stories that illustrate complex moral issues Theorized moral reasoning develops in stages
97
Stages of Moral Development
Principle Social Contract Law and Order Morality Good Boy Attitude Self-Interest Avoiding Punsihment Conventional preconventional
98
Conventional
adolescents Initially right behavior is what's pleasing to others Later shifts towards abstract concepts that involve empathy
99
Preconventional
preadolescents concrete consequences right vs wrong
100
James Marcia's 4 identity statuses
Foreclosure Identity diffusion Moratorium Identity achievement
101
The five features of EA
age of identity explorations
102

Psych 101 (3 decks)

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