Wk 2 Genetics and Evolution and Wk 2 Learning

Question 1

behavioral genetics

Answer 1

The empirical science of how genes and environments combine to generate behavior.

Question 2

How can we best observe science and environment

Answer 2

twins and adoption studies

Question 3

quantitative genetics,

Answer 3

Scientific and mathematical methods for inferring genetic and environmental processes based on the degree of genetic and environmental similarity among organisms.

Question 4

heritability coefficient,

Answer 4

an easily misinterpreted statistical construct that purports to measure the role of genetics in the explanation of differences among individuals.
As a general statement, the higher the heritability coefficient, the stronger the influence of one’s genes on a specific trait being examined.

Question 5

Epigenetics:

Answer 5

a process in which the DNA itself is modified by environmental events and those genetic changes are then transmitted to children?

Question 6

Paula and Paulette were first conceived, they were the result of a single fertilized egg splitting into two different zygotes. They share all of their genetic code, and can be thought of as natural clones. What kind of twins are they?

Answer 6

monozygotic

Question 7

Which of the following is a process in which the DNA itself is modified by environmental events and those genetic changes are then transmitted to children?

Answer 7

epigenetics

Question 8

evolution

Answer 8

Change over time.

Question 9

natural selection

Answer 9

Differential reproductive success as a consequence of differences in heritable attributes.

Question 10

adaptations

Answer 10

Evolved solutions to problems that historically contributed to reproductive success.

Question 11

Charles Darwin developed what theory?

Answer 11

sexual selection

the evolution of characteristics for mating advantage.

Question 12

Intrasexual selection:

Answer 12

A process of sexual selection by which members of one sex compete with each other, and the victors gain preferential mating access to members of the opposite sex.

Question 13

intersexual selection.

Answer 13

A process of sexual selection by which evolution (change) occurs as a consequences of the mate preferences of one sex exerting selection pressure on members of the opposite sex. Characteristics that promote good mating success become more abundant over time because their posserors mate more often.

Question 14

Psychological adaptations

Answer 14

mechanisms of the mind that evolved to solve specific problems of survival or reproduction; conceptualized as information processing.
Mental adaptations rather that philosphgal adaptiations (which occur in respone of the physcial environment).

Question 15

Written answer: Define gene selection theory

Answer 15

Genes are the basic “units of heredity,” or the information that is passed along in DNA that tells the cells and molecules how to “build” the organism and how that organism should behave. Genes that are better able to encourage the organism to reproduce, and thus replicate themselves in the organism’s offspring, have an advantage over competing genes that are less able. Ex: a sloth screams loud to mate, therefore the sloth with the louder scream is more likely to find mate.

Question 16

Psychological Adaptations.

Answer 16

mechanisms of the mind that evolved to solve specific problems of survival or reproduction; conceptualized as information processing.
Mental adaptations rather that philosophical adaptations (which occur in response of the physical environment).

Question 17

Sexual Strategies Theory

Answer 17

Some strategies include : 1. Modern women have inherited the evolutionary trait to desire mates who possess resources, have qualities linked with acquiring resources (e.g., ambition, wealth, industriousness), and are willing to share those resources with them. On the other hand, men more strongly desire youth and health in women, as both are cues to fertility. These male and female differences are universal in humans.
2. empirical evidence supports these and related predictions that men express a desire for a larger number of sex partners than women do. They let less time elapse before seeking sex. They are more willing to consent to sex with strangers and are less likely to require emotional involvement with their sex partners. They have more frequent sexual fantasies and fantasize about a larger variety of sex partners.

Question 18

Error Management Theory (EMT):

Answer 18

The evolution of cognitive biases that lead to judgments and decisions we make in situations of uncertainty; Evolution of how we think, make decisions, and evaluate uncertain situations.
Ex: Visual Descent Illusion: people will overestimate the distance when looking down from a height so that people will be especially wary of falling from great heights.
Ex: Auditory looming bias: people overestimate how close objects are when the sound is moving towards them compared to moving away.
Ex: Sexual over-perception bias: men interpret sexual interest more often than women intend it.

Question 19

Written answer: What does Epigenetics means

Answer 19

The study of heritable changes in gene expression or cellular phenotype caused by mechanisms other than changes in the underlying DNA sequence. Epigenetic marks include covalent DNA modifications and posttranslational histone modifications. Identical twins are the perfect example of epigenetics. Although they share exactly the same DNA, their unique experiences in life will cause some genes (and not others) to express themselves. This is why, over time, identical twins come to look and behave differently. Importantly, epigenetic variation also emerges across the lifespan. For example, although identical twins share a common genotype and are genetically identical and epigenetically similar when they are young, as they age they become more dissimilar in their epigenetic patterns

Question 20

phenotypes

Answer 20

Observable characteristics as a result of genotype expression
The pattern of expression of the genotype or the magnitude or extent to which it is observably expressed—an observable characteristic or trait of an organism, such as its morphology, development, biochemical or physiological properties, or behavior.

Question 21

Gene:

Answer 21

A specific (DNA) sequence that codes for a specific polypeptides or protein or an observable inherited trait.

Question 22

Genotype:

Answer 22

The DNA content of a cells nucleus where there trait is externally observable or not.

Question 23

perceptual learning

Answer 23

Occurs when aspects of our perception changes as a function of experience. We know that your brain’s response to auditory information changes with your experience with that information

Question 24

implicit learning

Answer 24

When we exhibit changes in behavior without having intended to learn something, listening to a song over and over

Question 25

implicit memory

Answer 25

A type of long-term memory that does not require conscious thought to encode. It’s the type of memory one makes without intent. Ex change of behavior because of past experiences

Question 26

Nonassociative learning

Answer 26

Occurs when a single repeated exposure leads to a change in behavior.Ex Habituation: Occurs when the response to a stimulus decreases with exposure or Sensitization Occurs when the response to a stimulus increases with exposure

Question 27

classical conditioning

Answer 27

Describes stimulus-stimulus associative learning. Ex when an alley cat learns that the sound of janitors working in a restaurant precedes the dumping of delicious new garbage

Question 28

operant conditioning

Answer 28

Describes stimulus-response associative learning. Ex when a dog learns to roll over to get a treat

Question 29

working memory

Answer 29

The form of memory we use to hold onto information temporarily, usually for the purposes of manipulation Ex to keep track of where we are in the course of a complicated math problem, and what the relevant outcomes of prior steps in that problem are.

Question 30

Anxiety and memory

Answer 30

Anxiety also affects the quality of learning. For example, people with math anxiety have a smaller capacity for remembering math-related information in working memory, such as the results of carrying a digit in arithmetic. Having students write about their specific anxiety seems to reduce the worry associated with tests and increases performance on math tests

Question 31

encoding

Answer 31

The pact of putting information into memory. How we go about encoding information determines a lot about how much we remember.

Question 32

Why can experts remember more pieces of information than novices can

Answer 32

Experts are able to chunk the information together.

Question 33

Rin has determined that she has 5 hours available to study for next week’s exam. How should she plan her study to maximize learning

Answer 33

Spread her study: 1 hour a day for 5 of the days and take 2 days off in between study days.

Question 34

Metacognition

Answer 34

Describes the knowledge and skills people have in monitoring and controlling their own learning and memory.

Question 35

What are two types of conditioning

Answer 35

Classical (Pavlovian) and Instrumental (Operant)

Question 36

Classical conditioning

Answer 36

The procedure in which an initially neutral stimulus (the conditioned stimulus, or CS) is paired with an unconditioned stimulus (or US). The result is that the conditioned stimulus begins to elicit a conditioned response (CR). Pavlov rang a bell and then gave a dog some food. After repeating this pairing multiple times, the dog eventually treated the bell as a signal for food, and began salivating in anticipation of the treat

Question 37

Instrumental (Operant)

Answer 37

Process in which animals learn about the relationship between their behaviors and their consequences.
It differs in classical condition because a behavior (as opposed to a stimulus) is associated with the occurrence of a significant event. Ex a rat in a laboratory learns to press a lever in a cage to receive food. Because the rat has no “natural” association between pressing a lever and getting food, the rat has to learn this connection

Question 38

Operant Conditioning: The organism learns the contingency between a particular behaviour (operant) and the consequence (good or bad).

Answer 38

Positive punishment:
Negative punishment:
Positive Reinforcement:
Negative reinforcement:

Question 39

Reinforcement

Answer 39

Reinforcement: is what happens when a consequence makes a behavior more likely to occur:
Negative Reinforcement: When the consequence is something undesirable not happening.
Positive Reinforcement: When the

Question 40

Punishment:

Answer 40

Punishment is what happens when a consequence makes a behavior less likely to occur:
Negative Punishment: When the consequence is something desirable not happening.
Positive Punishment: When the consequence is something undesirable happening.

Question 41

Fixed Interval:

Answer 41

The first response is rewarded only after a specific amount of time has elapsed.

Question 42

Variable Interval

Answer 42

when a response is rewarded after an unpredictable amount of time has passed.

Question 43

Fixed Ratio

Answer 43

response is reinforced only after a specified number of responses.

Question 44

Variable Ratio:

Answer 44

when a response is reinforced after an unpredictable number of responses.

Question 45

After their relationship ends, Mary is reminded of Sylvia constantly. Over time, however, she stops associating everything she sees with her ex-girlfriend. This demonstrates

Answer 45

Extinction Decrease in the strength of a learned behavior that occurs when the conditioned stimulus is presented without the unconditioned stimulus

Question 46

The response that is elicited by the conditioned stimulus after classical conditioning has taken place.

Answer 46

Conditioned response (CR)

Question 47

An initially neutral stimulus (like a bell, light, or tone) that elicits a conditioned response after it has been associated with an unconditioned stimulus.

Answer 47

Conditioned stimulus (CS)

Question 48

What are the 4 emotions

Answer 48

surprise, interest, confusion, and awe

Question 49

Why are these emotions important

Answer 49

These emotions are fundamental for learning