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Psychology Test 3 > Test 3 > Flashcards

Test 3 Flashcards

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1
Q

What is learning?

A

Relatively permanent change in behavior or mental processes due to experience & practice

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2
Q

Conditioning

A

Process of learning associations between stimuli and behavioral responses

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3
Q

Classical Conditioning?

A

Learning through involuntary paired associations; it occurs when a previously neutral stimulus (NS) is paired with an unconditioned stimulus (UCS) to elicit a conditioned response (CR)

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4
Q

Unconditioned Stimulus (USC)

A

Naturally occurring stimulus
Leads to an involuntary response
Unconditioned: “Unlearned” or “naturally occurring”

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5
Q

Unconditioned Response (UCR)

A

Involuntary response to naturally occurring stimulus

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6
Q

Conditioned stimulus (CS)

A

Stimulus is able to produce learned reflex response
Paired with the original unconditioned stimulus
Conditioned = “learned”

***Neutral stimulus becomes conditioned stimulus when paired with an unconditioned stimulus

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7
Q

Conditioned response (CR)

A

Learned reflex response to a conditioned stimulus.

Sometimes called conditioned reflex

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8
Q

Acquisition

A

Neutral stimulus and unconditioned stimulus are paired; neutral stimulus becomes a conditioned stimulus eliciting a conditioned response

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9
Q

Stimulus Generalization

A

Stimuli similar to the original conditioned stimulus (CS) elicit a conditioned response (CR)

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10
Q

stimulus discrimination

A

Only the conditioned stimulus (CS) elicits the conditioned response (CR)

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11
Q

Extinction

A

Gradual disappearance / weakening of a learned/conditioned response (CR); occurs when unconditioned stimulus (UCS) is withheld whenever the conditioned stimulus (CS) is presented

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12
Q

spontaneous recover

A

Reappearance of a learned response after extinction has occurred

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13
Q

Higher-order conditioning

A

A strong conditioned stimulus is paired with a neutral stimulus.
A neutral stimulus becomes a second conditioned stimulus.

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14
Q

Delayed conditioning

A

neutral stimulus presented before unconditioned stimulus and remains until unconditioned response begins

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15
Q

Simultaneous conditioning

A

Neutral stimulus presented at the same time as unconditioned stimulus

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16
Q

Trace conditioning

A

Neutral stimulus presented and then taken away or ends before unconditioned stimulus presented

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17
Q

Backward conditioning

A

Unconditioned stimulus presented before neutral stimulus

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18
Q

Biological preparedness

A

the tendency of animals to learn certain associations, such as taste and nausea, with only one or few pairings due to the survival value of the learning

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19
Q

Conditioned taste aversion

A

development of a nausea or aversive response to a particular taste because that taste was followed by a nausea reaction

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20
Q

Vicarious conditioning

A

Classical conditioning acquired by watching the reaction of another person

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21
Q

Conditioned emotional response (C E R)

A

emotional response that has become classically conditioned to occur to learned stimuli

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22
Q

Operant Conditioning (AKA Instrumental Conditioning):

A

we learn to associate a response (our behavior) and its consequence (resulting events) and thus repeat behavior that has produced good results and avoid behavior followed by bad results.

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23
Q

Reinforcement

A

any event or stimulus that, when following a response, increases the probability that the response will occur again

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24
Q

Primary reinforcer

A

any reinforcer that is naturally reinforcing by meeting a basic biological need, such as hunger, thirst, or touch

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25
Q

Secondary reinforcer

A

any reinforcer that becomes reinforcing after being paired with a primary reinforcer, such as praise, tokens, or gold stars

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26
Q

Positive Reinforcement

A

adding (or presenting) a stimulus, which strengthens a response and makes it more likely to recur (e.g., praise)

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27
Q

Negative Reinforcement

A

removing, escaping from, or avoidance of an unpleasant stimulus

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28
Q

Partial reinforcement effect

A

a response that is reinforced after some—but not all—correct responses tends to be very resistant to extinction

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29
Q

Continuous reinforcement

A

reinforcement of each and every correct response

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30
Q

Fixed Ratio (FR):

A

reinforcement occurs after a predetermined set of responses; the ratio number or amount is fixed

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31
Q

Variable Ratio (VR):

A

reinforcement occurs unpredictably; the ratio (number or amount) varies

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32
Q

Fixed Interval (FI):

A

reinforcement occurs after a predetermined time has elapsed; the interval (time) is fixed

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33
Q

Variable Interval

A

reinforcement occurs unpredictably; the interval (time) varies

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34
Q

Punishment

A

any event or object that, when following a response, makes that response less likely to happen again

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35
Q

Punishment by application

A

the punishment of a response by the addition or experience of an unpleasant stimulus

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36
Q

Punishment by removal

A

the punishment of a response by the removal of a pleasurable stimulus

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37
Q

Shaping

A

reinforcement of simple steps, leading to a desired complex behavior

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38
Q

Successive approximation

A

small steps, one after another, that lead to a particular goal behavior

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39
Q

Premack’s Principle

A

states that more probable behaviors will reinforce less probable behaviors

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40
Q

Behavior modification

A

use of operant conditioning techniques to bring about desired changes in behavior

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41
Q

Applied behavior analysis

A

modern term for a form of behavior modification that uses shaping techniques to mold a desired behavior or response

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42
Q

cognition

A

the mental events that take place inside a person’s mind during behavior,

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43
Q

Cognitive-Social Theory

A

emphasizes the roles of thinking and social learning in behavior

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44
Q

Wolfgang Kohler’s Insight learning

A

the sudden perception of relationships among various parts of a problem, allowing the solution to the problem to come quickly

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45
Q

Edward Tolman

A

best-known experiments in learning involved teaching three groups of rats the same maze, one at a time (Tolman & Honzik, 1930b)

46
Q

Observational learning

A

learning new behavior by watching a model perform that behavior

47
Q

Learning/performance distinction

A

learning can take place without actual performance of the learned behavior

48
Q

Albert Bandura

A

famous Bobo doll experiment, the doll was used to demonstrate the impact of observing an adult model performing aggressive behavior

49
Q

Memory

A

The retention of information over timewe actively reconstruct memories, not passively reproduce them.

50
Q

Three systems of memory

A

Sensory, Short term, Long term

vary in terms of span and duration

Information moves from sensory to short term to long term, then back to short term when retrieved

51
Q

Sensory Memory

A

Brief storage of perceptual information before it is passed to short-term memory

Iconic (visual) lasts only 1 second; echoic (auditory) can last 5-10 seconds.

52
Q

Short term memory

A

Brief in duration; 5-20 seconds

The span of STM in adults is 7 + 2 pieces of information: the Magic Number 7.

53
Q

Decay

A

information fades over time

54
Q

Interference

A

loss of information due to competition with new, incoming information

55
Q

Retroactive interference

A

happens when learning new information hampers memory for earlier learning.

56
Q

Proactive interference

A

happens when earlier learning gets in the way of new learning.

57
Q

chunking

A

organizing information into meaningful groups

58
Q

Rehearsal

A

repeating information in STM, extends its duration.

59
Q

Maintenance rehearsal

A

is simply repeating STM information in its original form.

60
Q

Elaborative rehearsal

A

is forming meaningful links among STM material.

61
Q

Long Term Memory

A

Relatively enduring store of information

Includes facts, experiences, and skills we’ve developed over a lifetime

62
Q

Encoding

A

is getting information into memory.

63
Q

Storage

A

is keeping information in memory.

64
Q

Retrieval

A

is the reactivation or reconstruction of information from memory

65
Q

Primacy effect

A

tendency to remember stimuli presented earliest (now in LTM)

66
Q

Recency effect

A

tendency to remember stimuli that presented most recently (still in STM)

67
Q

Mnemonics

A

are learning aids that enhance recall

68
Q

Acronym Mnemonics

A

ROY G. BIV for the spectrum colorsHOMES for the Great Lakes

69
Q

Rhyme or Poem Mnemonics

A

Thirty days hath September, April, June, and November;

70
Q

Schemas

A

are organized knowledge structures or mental models that we’ve stored in memory.

71
Q

Recall

A

generating previously remembered information

72
Q

Recognition

A

selecting previously remembered information from an array of options

73
Q

Relearning

A

“savings”; how much more quickly we reacquire something learned before

74
Q

Context-dependent memory

A

Superior retrieval when the external context of the original memories matches the retrieval context

75
Q

State-dependent memory

A

Superior retrieval of memories when the organism is in the same physiological or psychological state as it was during encoding

76
Q

Mood congruence

A

Ex: When you are mad at your partner, you recall the times s/he made you mad!

77
Q

Long-term potentiation

A

the gradual strengthening of the connections among neurons from repetitive stimulation.

78
Q

Amnesia

A

memory loss from brain injury or trauma

79
Q

Retrograde amnesia

A

Loss of memory preceding the injury

80
Q

Anterograde amnesia

A

Inability to form new long term memories

81
Q

Amygdala

A

helps recall emotions associated with fearful events.

82
Q

Hippocampus

A

helps us recall the events themselves. memory recognition, long term memory

83
Q

Thalamus

A

Formation of new memories an spatial and working memory

84
Q

cortex

A

encoding of explicit memories, skill learning, printing working memory

85
Q

Dementia

A

(not a part of normal aging)
mental deterioration characterized by impaired memory and intellect
altered personality and behavior
Individuals with dementia can lose episodic and semantic memories.
can result from cerebral arteriosclerosis, chronic alcoholism, strokes

86
Q

Alzheimer’s disease

A

is the most frequent cause of dementia (50% of cases).

Show memory and language losses, consistent with cortical loss

87
Q

Flashbulb memories

A

are very vivid and able to be recalled in detail much later.

88
Q

Source monitoring confusion

A

is a lack of clarity about the origins of a memory.

89
Q

Social psychology

A

Scientific study of how thoughts, feelings, and behavior are influenced by others

90
Q

Social cognition

A

The ways people think about other people

91
Q

Social interaction

A

The ways behavior can be affected by other people

Negative or Positive

92
Q

Conformity

A

Changing one’s own behavior to more closely match the actions of others (indirect compliance due to group pressure)

93
Q

Invulnerability

A

Members feel they cannot fail- the group can do no wrong

94
Q

Rationalization

A

Member explain away warning signs and help each other rationalize their decision

95
Q

Lack of introspection

A

Member do not examine the ethical implication of their decision because they believe that they cannot make immoral choices

96
Q

Stereotyping

A

Member stereotype their enemies as weak, stupid , or unreasonable.

97
Q

Pressure

A

Member pressure each other not question the prevailing opinion and prevent hose who disagree from speaking up

98
Q

Lack of disagreement

A

Member do not express opinions that differ from the group consensus in a “don’t rock the boat” mentality

99
Q

Self-deception

A

Members share in the illusion that they all agree with the decision

100
Q

Insularity

A

Self-appointed “mind guards” prevent the group from sharing disruptive but potentially useful information from people who are outside the group

101
Q

Compliance

A

change in behavior in response to a request

102
Q

Consumer psychology

A

Figuring out how to get people to buy items

103
Q

Foot-in-the-door technique

A

Asking for a small commitment

After gaining compliance, asking for a bigger commitment

104
Q

Door-in-the-face technique

A

Asking for a large commitment and being refused

Next ask for a smaller commitment

105
Q

Lowball technique

A

(often seen in car sales)
Getting a commitment from a person
Then raise the cost of that commitment

106
Q

That’s-not-all technique

A

Assumes if someone does something for a person, that person should do something for the other in return.

107
Q

Obedience

A

Changing one’s behaviorin response to a command of an authority figure

108
Q

Milgram’s Experiment on Obedience

A

Each participant (“teacher”) was instructed to give electric shocks to another person (the “learner,” who only pretended to be shocked). Every single participant complied with at least some orders to shock another person.

109
Q

Social role

A

Pattern of behavior expected of a person in a particular social position

110
Q

Zimbardo Prison Experiment (Stanford University 1971)

A

The participants adapted to their roles far beyond expectation
Guards became very authoritarian to the point of subjecting the prisoners to psychological torture
Prisoners usually passively accepted the guards commands and guards harassed those who attempted to resist
After the prisoners staged a revolt, the guards became more aggressive

111
Q

Pro-social behavior

A

Socially desirable behavior that benefits others

112
Q

Altruism

A

Helping someone with no expectation of reward

May involve the risk of harm to oneself

Psychology Test 3 (1 decks)

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