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General Psych Summer > Unit 2 > Flashcards

Unit 2 Flashcards

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1
Q

What is learning

A

Permanent change in behavior as a result of experience

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2
Q

Behaviorism

A

Observable and measurable events

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3
Q

What is nonassociative learning

A

Respond to repeated stimulus

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4
Q

Associative learning

A

Linking 2 stimulus together

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5
Q

Observational learning

A

Change behavior for another individual

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6
Q

Habituation

A

Repeated exposure to stimulus causes a change in behavior

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7
Q

How is habituation measured in babies

A

By how long they look at some thing

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8
Q

Sensitization

A

Increase in behavior response upon repeated exposure, likely related to threatening or annoying stimuli

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9
Q

Desensitization

A

Decrease in response to increased exposure

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10
Q

Classical conditioning

A

Pavlov, food present, saliva Dash overtime didn’t have to present food just the walking caused salivation

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11
Q

Preconditioning Pavlov examples

A

The unconditioned stimulus ( Food)

Unconditioned response (salivation)

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12
Q

Conditioning Pavlov examples

A

Condition stimulus is the sound of feet conditioned response is salvation

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13
Q

What is the neutral stimulus in the Pavlov experiment

A

Footsteps, over time it becomes conditioned associative to food

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14
Q

What is operant conditioning

A

Thorndike puzzle box, we learn through trial and error which produces reward/punishment

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15
Q

What is the law of affect

A

Repeated behaviors followed by positive outcomes result in increased behavior

The subject learns solutions over time

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16
Q

Instrumental conditioning

A

Consequences of action determine the likelihood of the action happens again

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17
Q

Acquisition in classical conditioning

A

Repeated stimulus in time and space causes behavior

Key factors: time and order

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18
Q

Forward conditioning

A

Condition stimulus first then unconditioned stimulus example bell than food

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19
Q

Extinction in classical condition

A

It’s learning has taken place then unconditioned stimulus can be taken away but overtime without the unconditioned stimulus the condition stimulus will slowly go away

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20
Q

Spontaneous recovery

A

Condition stimulus re-introduced after a pause and receive spontaneous recovery of conditioned response even a strengthened response

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21
Q

Stimulus generalization

A

Tend to respond to similar stimuli to the conditioned stimuli example interchange Bella with piano note

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22
Q

Discrimination in classical conditioning

A

Overtime the animal will be able to discern the stimuli

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23
Q

Long delays in classical conditioning

A

Specific scenarios will allow a long delay to produce an association example taste aversion: hours after eating you get sick from some thing

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24
Q

What did JB Watson and skinner do you for behavioral study

A

They said that all behavior is condition/learned, suggest that phobias are learned

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25
Q

What was the little Albert experiment

A

Showed the child many animals and conditioned a phobia of them with the loud noise

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26
Q

Second order conditioning

A

Originally the bell plus the food causes the bell to become conditioned

The higher order of this is that bell and light causes elevation so then the dog is also salivating at the light

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27
Q

Biological preparedness

A

Animals are programmed to behave in a certain way because of survival, passed on those jeans because they are beneficial for example some thing that is spoiled taste bad

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28
Q

Antabuse

A

An application of classical conditioning: we throw up after alcohol so that our bodies will be alerted to it

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29
Q

What is reinforcement in operant conditioning

A

Positive outcome that reinforces for example money praise) behavior

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30
Q

Positive reinforcement

A

Adding

A satisfying fact, adding some thing non-aversive

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31
Q

Negative reinforcement

A

Removing something unpleasant/adversive stimulus like removing painful shock or the beeping noise for seatbelts

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32
Q

What is continuous schedule of reinforcement

A

Reinforced each time a behavior occurs, rewarded every single time

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33
Q

What is the partial schedule of reinforcement

A

Don’t reinforce every single time, intermediate, takes longer to condition but greater long-term persistence of behavior (gambling)

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34
Q

Explain ratio partial reinforcement schedule

A

Reinforce based on the number of times the behavior occurs

Better for longevity

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35
Q

Explain interval partial reinforcement schedule

A

Reinforced after a certain interval of time

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36
Q

Explain fixed partial reinforcement schedule

A

Every four behaviors or seconds example: make four toys, get money

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37
Q

Explain variable partial reinforcement schedule

A

Different rates/different times (most effective) example slot machine keeps you coming back because you never know when it’s gonna happen

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38
Q

What is positive punishment

A

Add something aversive for example scold a child adding a shock jail time

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39
Q

Negative punishment

A

Removing something positive for example taking food away from my hungry rat

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40
Q

Shaping

A

Reinforcing not just the final successful behavior but all the behaviors leading up to it

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41
Q

Latent learning

A

Part of the cognitive revolution, occurs without an obvious reinforcement, sometimes associations are made without reinforcement

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42
Q

Predisposition

A

Learning occurs because subjects were able to develop a cognitive map that allows them to navigate to food successfully

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43
Q

Insight in Layton learning

A

Some thing else going on in the mine that works through all possible solutions
“Aha moment”- not through reinforcement

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44
Q

Observational learning

A

More complex behaviors are learned by observing others

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45
Q

Control group versus experimental group in the Bobo doll study

A

Control group did not see a Gressitt behavior while the experimenter group saw aggressive behavior and these children not only were aggressive but added to the aggression and made it even more extreme

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46
Q

Acquisition phase of observational learning

A

Attention and retention

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47
Q

Performance phase of observational learning

A

Reproduction and motivation

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48
Q

Vicarious learning

A

Learning by watching the consequences they suffer or are rewardeded

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49
Q

Mirror neurons

A

Motor cortex there is a kind of neuron that activates both when you do something and you watch someone else do something
For example empathy, mirror neurons activated through watching empathy of others (language)

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50
Q

What are the four processes of memory

A

Encoding storage consolidation retrieval

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51
Q

Free recall

A

Recalling from nothing, remembering for example as a test pull from Emery to

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52
Q

Cued recall

A

Given hints (short answer)

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53
Q

Recognition in memory

A

Example multiple choice

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54
Q

Savings in memory

A

Relearning because we have learned at once

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55
Q

Atkinson and Shiffrin‘s three-part memory model

A

Step one: sensory input goes to sensory memory

Step two sensor remember he goes to short term memory

Step three short term memory is encoded to long-term memory

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56
Q

Examples of sensory memory

A

Iconic and echo uc: gudtation and olfaction etc., brief traces of the input are stored

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57
Q

What did Sperling say about sensory memory

A

It’s so brief that it is not stored for long even though it can be retrieved he says it progressively fades away

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58
Q

What is the problem with storing sensory information

A

By the time we start to recall it it’s faded, the decay. Similar to a trail of info

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59
Q

What are the components of short term memory

A

Brief storage, requires attention, limited capacity, different systems for different info, object limited (seven items), depends on the detail level/simplicity

60
Q

Rehearse

A

Method for keeping memory try to remember by repeating

61
Q

Chunking

A

Example phone number, group info in according to concept/similarity, can reduce longer chunks into smaller ones

62
Q

Suppression

A

Reducing ability to hold onto information for example rehearsing while also reciting something entirely unrelated someone is unable to keep that info online for example articulatory suppression external voice interferes with internal voice

63
Q

Long-term memory

A

More permanent storage Dash no limit and durability differences

64
Q

What is the difference between long term and short term memory in the brain

A

In the brain we make neural connections and associations with long-term memory that we do not with short term

65
Q

What is equipotentiality

A

Memory distributed through the brain

66
Q

The prefrontal cortex is responsible for which memory

A

Working memory

67
Q

The hippocampus is responsible for which memory

A

Spatial memory

68
Q

The temporal lobe is responsible for which memory

A

Declarative memory

69
Q

The Cerebellum is responsible for what memory

A

Motor action learning and memory

70
Q

Synaptic consolidation

A

Long-term potentiation, physiological changes at the synapse for example constantly presenting of stimulus that means overtime the enhanced firing of neurons can occur with the weaker stimulus firing rate increases firing intensity increases

71
Q

Cortical consolidation

A

Restructuring of pathways from hemp from hippocampus to entire cortex

72
Q

Explain the serial position effect

A

For example with the word retention in a list you have more time so increased rehearsal equals primacy words at the end are fresher in the mind equals recency supremacy a fact is storing info into the long term while the recent see effect is storing info into the working memory

73
Q

Explicit long-term memory

A

It is declarative: specialized times of day places etc.

74
Q

Implicit long-term memory

A

Non-declarative: can’t explain/describe it, unconscious, nonverbal

75
Q

Semantic memory

A

General knowledge: higher durability

76
Q

Episodic memory

A

Waymore fragile related to decay and reconstruction: more like the game of telephone

77
Q

Flashbulb memory

A

Somethings so intense that it creates an indestructible image of the event

Turns out it’s not the case, we constantly talk about it so it creates flashbulb memory but those memories are not true to reality

78
Q

Autobiographical memory

A

Events/episodes that specifically relate to me

79
Q

Creek in Lockhart meaningful connections level of processing model

A

One. Rehearsal two: deep in coding: deeper but might not be able to retrieve three: elaborate rehearsal: best for retrieval, strongest one connecting to self

80
Q

Encoding specificity

A

Retrieving info in the same or similar environment to where it was learned

81
Q

Mnemonic devices

A

Example Pemdas

82
Q

Method of Locci

A

Placing items within a visual map, uses facial cues for example grocery store list and in my head I imagine the apple goes on the table walking through different associations spreading activations

83
Q

Peg word mnemonic

A

One bun two shoe three she

84
Q

Spacing effect

A

Don’t learn all at once in order to increase long-term memory

85
Q

Why is forgetting important

A

To avoid cognitive overload

86
Q

What is forgetting caused by

A

Transients caused by interference Dash forgetting overtime

87
Q

Proactive interference

A

Old info in the way of new info

88
Q

Retroactive interference

A

New info in the way of old

89
Q

Absentmindedness

A

Intentive or shallow and coding, divided attention hard to keep track

90
Q

Antero grade amnesia

A

Can’t form new long-term memories

91
Q

Retrograde amnesia

A

Can’t remember past or present info

92
Q

Source misattribution

A

Changing memory overtime, a form of bias, details lost in episodic memory

93
Q

Sleeper effect

A

Separate source from info

94
Q

Cryptomnesia

A

Claim something is yours when it is not

95
Q

Preattentive attention

A

Extract info automatically and simultaneously particularly if something in a field is unique/different

No load to the cognitive system

Processes this info through parallel search

96
Q

What is parallel search

A

Simultaneous search

97
Q

What is attentive processing in attention

A

Voluntary, control from cognitive process

Occurs through serial processing: go through all items to find the one that is different

98
Q

In intentional blindness

A

Focusing attention on one thing means being blind to another

99
Q

Attentional blink

A

If item comes in to quickly then we won’t be able to register it

100
Q

Teratogens

A

Agents that harm the embryo for example drugs viruses alcohol toxins

101
Q

Prenatal chemical

A

Growth factor to builds and supports brain cells, linked to anxiety less chemicals equals more anxiety

102
Q

Visual perception in baby

A

Poor when first born, visual acuity increases rapidly over six months. Elongated cones increase acuity

103
Q

Are babies born with a global perception or individual

A

Babies are born with global perception: don’t see individual/local components they see the whole face

104
Q

Attachment theory

A

Behaviors thought early attachment was related to feeding but Harry Harlow said other things produce attachment like proper social/emotional nourishment

105
Q

Reunion respond

A

Securely attached Shows a secure baby

Avoidant resistant or disorganized shows an insecure baby

106
Q

Oxytocin

A

Increase as attachment behavior, nursing increases oxytocin which increases cuddling

107
Q

Authoritarian

A

Demanding, unquestioned obedience

108
Q

Authoritative parenting

A

Set rational limits/boundary

109
Q

Permissive parenting style

A

Not high expectations, no boundaries

110
Q

Uninvolved parenting style

A

Minimum time involved

111
Q

Jean Piaget

A

Interaction with environment produces cognitive development, child create mental processes new scheme our added old scheme of change

112
Q

What is assimilation related to schemas of children

A

Application of old schemer to new object her example sucking your nipple to sucking fingers

113
Q

Accommodation

A

Modified schema

114
Q

Stage one sensorimotor stage

A

Birth to two years, huge development for sensory motor system, infants understand world in relation to solipsism: world revolves around child, working on separating physical and perceptual interaction with surroundings and object permanence just because they can’t see some thing doesn’t mean it’s not there

115
Q

Stage two preoperational stage

A

2 to 7 years old operations: principle used to solve problems working on the centering: becoming less egocentric, egocentrism is the failure to see relationships. Understanding relationships between different characteristics.
Conservation of mass: a quantity remains the same despite changing appearance
Theory of mind: if I’m full someone else’s to

116
Q

Stage III concrete operational stage

A

This person is now decentered understand different relationships conservation of matter unable to apply logic, abstract events or situations

117
Q

Stage for formal operational stage

A

Test this stage using riddles because this person should be able to begin applying abstract events and situations

118
Q

What is moral development

A

The way people decide between behaviors with competing outcomes

119
Q

Heinz dilemma

A

Different answers because of maturity

120
Q

Stage one pre-conventional morality

A

The person has no moral code, only have one from adults are parents, adults have external code based on consequence
Level one indicates no personal sense of right and wrong

If I do something right I’m going to get rewarded if I do something wrong I’m going to get punished

121
Q

Level two conventional morality

A

Whatever parents have said becomes internalized, morality based on approval from adults, limited reasoning about group person belongs to

122
Q

Level III postconventional morality

A

Self chosen principles, based on justice rights fairness more complex, most advanced level and most people don’t reach this level, consider greater good of all people with less concern for self

123
Q

Scaffolding in

A

More knowledgeable other applies support atlimit of individual

Example older sibling scaffolding younger sibling by playing a boardgame with someone who knows how to already

124
Q

Zone of proximal development

A

The area between learning of more knowledgeable other, child is trying to gain that skill, it’s the distance between the child’s current state and the desired achieve skill. The goal is for the more knowledgeable other to become less involved

125
Q

Mantisuri

A

Scaffolding/development through play

126
Q

Autonomy versus shame

A

This is stage two

“I am my own person”

127
Q

James Marcia identity development

A

He said that in stage five there is a common identity crisis

128
Q

Generativity versus stagnation

A

Generativity: helping younger generation
Stagnation: not giving back because feeling self-centered

129
Q

Integrity versus despair

A

Looking back on life fondly/feeling a fulfillment versus regret

130
Q

Reciprocity in group

A

To be part of a group because of similarity, you scratch my back I’ll scratch yours

131
Q

Transitory in group

A

10 to share similar opinions, behaviors, attitudes

132
Q

Outgroup homogeneity effect

A

We have a tendency to view our group members as all the same for example all Republicans are racist, in reality both groups have lots of heterogeneity

133
Q

Social identity theory

A

Sense of self: experience pride, increased self image, positive connections but negativity towards others

134
Q

Deindividuation: Zimbardo prison experiment

A

People lose their individualization in a group and become the group mentality

135
Q

Social facilitation

A

Presence of others enhances performance, not always
The drunks model showed that others can enhance or impaired performance depends on if the dominant response is easy or difficult

136
Q

Illusory correlations

A

Sing relationships that don’t exist for example all Canadians like hockey

137
Q

Subtyping

A

Rather than creating a new group for someone who doesn’t follow group we put them in a special group

138
Q

ABC’s of stereotyping

A

Affective equals prejudice behavior equals discrimination cognition equals stereotype

139
Q

Group polarization

A

Initial attitudes of group becomes more extreme overtime

140
Q

Groupthink

A

Individuals make better decisions than groups as a whole

Illusion of invulnerability, bias towards out groups, belief and inherent morality, collective rationalization

141
Q

Informational influence

A

If we are uncertain we look to the group to inform our attitudes and behaviors

142
Q

Normative influence

A

Do want to fit in so we can conform to fit in

143
Q

Central route of persuasion

A

Must use cognitive processing, thinking critically

144
Q

Peripheral route of persuasion

A

Superficial for example I like the color of the car

145
Q

Compliance

A

Persuasion to do some thing

146
Q

Lowballing strategy

A

Offer something at a low cost initially then throw on all the other costs

147
Q

Door in the face strategy

A

Starting with a big request, upon hearing no request something smaller which they receive out of guilt

General Psych Summer (2 decks)

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