Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
134 Cards in this Set
- Front
- Back
Zajonc, R.
|
Studied the mere exposure effect; also resolved problems with the social facilitation effect by suggesting that the presence of others enhances the emission of dominant responses and impairs the emission of nondominant responses
|
|
Zimbardo, P.
|
Performed prison simulation and used concept of deindividuation to explain results
|
|
Freud
|
Psychoanalysis (UC)
Defense Mechanisms Developmental Stages Id, Ego, Superego Free Association |
|
Jung
|
Psychoanalysis (UC)
Levels of Psyche - Conscious Ego Personal/Collective Unconscious Psychological types (attitudes) Personality multi-faceted |
|
Adler
|
Individual Psychology (UC)
Inferiority/Superiority Masculine/Feminine Protest World View affects goals and priorites set in life |
|
Horney
|
Psychosocial Psychology (UC)
Basic Evil->Basic Hostility->Basic Anxiety Compulsive Drives (Neurotic Needs and Adjustments) Intrapsychic conflicts (Idealized Self, Self hatred, Externalization) Feminine Psychology (womb envy) |
|
Allport
|
Trait Theory (C)
Common Traits/Individual Dispositions “The dynamic organization within the individual of those psychophysical systems that determine his characteristic behavior and thought†=personality |
|
Catell
|
Trait Theory (C,UC)
Factor Analysis Surface/Source Traits |
|
Erikson
|
Psychosocial
Developmental Stages Crises |
|
Skinner
|
Scientific Behaviorism
Operant Conditioning |
|
Bandura and Mischel
|
Social Cognitive learning (C)
Observational Learning Psychopathology Delayed Gratification |
|
Kelly
|
Personality Constructs (C)
Person as Scientist CPC Cycle for Novel Situations Creativity Cycle for New solutoins (when Previous templates don't work) |
|
Maslow
|
Individual Psychology
Hierarchy of Needs (Physiological, Safety, Love & Belongingness, Esteem, Self-Actualized) D-Motivation B-motivation Jonah Complex |
|
Learning
|
permenant or stable change in behavior as the result of experience.
|
|
Thorndike
Law of Effect |
-precurser of operant conditioning
-people do what rewards them and stop doing what doesn't. |
|
Lewen
Theory of Association |
-forerunner of behaviorism
-grouping things together based on the fact that they occur together in time and space. |
|
Pavlov
Classical Conditioning |
-teaching an org. to respond to a neutral stimulus by pairing it with a non-neutral stimulus.
-salivating dog |
|
Skinner
Operant Conditioning |
-instrumental conditioning
-influence through the use of reinforcement -skinner box |
|
UCS
|
Unconditioned Stimulus
-normally occuring |
|
CS
|
Conditioned to occur
|
|
UCR
|
Normally occuring response
|
|
CR
|
Conditioned to occur
|
|
4 methods of Stimulus Presentation
|
1. Stimulus Conditioning
2. High/Second Order 3. Forward Conditioning 4. Backward Conditioning |
|
Stimulus Conditioning
|
Presented together
|
|
High/Second Order
|
previous conditioned stimulus now acts as the UCS
|
|
Shaping
|
reinforcement for successive approximations
|
|
Primary Reinforcement
|
reinforcing on its own
ie. food or water |
|
Secondary Reinforcement
|
Learned reinforcement
ie, money |
|
Negative Reinforcement
|
reinforcement through the removal of something
|
|
2 Differences between neg. reinforcement and punishment
|
-NR encourages behavior, punishment discourages it.
-NR removes a negative even, punishment introduces it. |
|
Fixed Ratio Schedule
|
set number of responses
|
|
Fixed interval Schedule
|
set time
|
|
Variable Ratio Sched.
|
variable set of correct responses
|
|
variable interval Schedule
|
variable time of correct responses
|
|
Heider, Osgood, Festing
Homeostasis Theories |
Balance,Conguity & Cog. Dissonance Theory
-people are motivated by a desire to be balance in their feelings and actions |
|
Hull
Performance = Drive x Habitat |
First motivated by drive then by old successful habits.
|
|
Tolman, Vroom
Expectancy Theory |
Performance = Exp. x Value
-people are motivated by goals they believe are attainable |
|
Murray, McClellend
Need for Achievment Theory |
nAch
motivated by a need to achieve success |
|
Miller
Approach-Avoidance Theory |
the further one is from a goal they focus on the pros. The closer they are they focus on the cons
|
|
Hedonism
|
Motivation to avoid pain and pursue pleasure
|
|
Premack Principle
|
people are motivated to do what they do not want to do by rewarding themselves after completion
|
|
Hebb
|
medium amount of arousal is best for performance
|
|
Yerkes-Dodson Effect
|
Optimum arousal is never at the extremes. Inverted U shape
|
|
Undergeneralization
|
failure to generalize a stimulus
|
|
Response Learning
|
one learns what to do in response to a trigger
ie. Fire alarm |
|
Aversive Conditioning
|
Neg. reinforcement to control behavior
|
|
Autoshaping
|
experiment using an apparatus allowing animals to control its reinforcements through behavior.
|
|
Albert Bandura
|
Bobo Doll
Modelling |
|
Garcia Effect
|
Evolutionary Programming
animals are programed to make connections through evolution. ie, rat nausea |
|
Hull-Spense Theory
|
Discrimination Learning
can learn to respond differently to different stimuli |
|
Language
|
meaningful arrangement of sound
|
|
Phonemes
|
discreet sounds that make up words but have no meaning on their own.
|
|
Morphemes
|
made up of phonemes
smallest units of meaning ie, boy, or -ing |
|
Syntax
|
arrangement of words into sentences
|
|
Grammer
|
rules of the interrelationships b/w morphemes and syntax
|
|
Prosody
|
tone or inflection
|
|
Chomsky
Transformational Grrammer |
Surface and Deep Structure
|
|
Overregularization
|
overapplication of grammar rules
|
|
Overextension
|
generalizing names
|
|
Telegraphic Speech
|
speech w/out articles or extras
"me go" |
|
Holophastic Speech
|
one word to convey who meaning
|
|
Ben Whorf
Whorfian Hypothesis |
culture influences language
|
|
Brown
|
Children self-correct language with experience
|
|
Nelson
|
language begins with the onset of active speech
|
|
Labov
Ebonics |
Black language
|
|
Osgood
|
studied symantics and created differential charts
-good............Bad- |
|
3 Stages of Memory
|
Sensory, Shortterm, Longterm
|
|
Sensory Memory
|
lasts only seconds
Iconic or echoic |
|
Sperling
Iconic Memory |
-sensory memory for vision
-we see more then we remember |
|
Neisser
Icon |
lasts about 1 second
|
|
Short-Term Memory
|
-lasts seconds or minutes
-capacity for 7 +_2 -chunking items can increase capacity -largely auditory and items encoded phonologically -rehearsal will keep things in STM |
|
Primary Rehearsal
|
Maintenance rehearsal
-repeating material to hold in STM |
|
Secondary Rehearsal
|
elaborative rehearsal to transfer to LTM
|
|
Allan Paivio
Dual-Code Hypothesis |
Items are better remembers if encoded visually and semantically.
|
|
Craik and Lockhart
|
learning and recall depend on depth of processing
|
|
Paired Associate Learning
|
behaviorist
one item learned with and then cues another |
|
Elizabeth Loftus
|
memory of traumatic events is altered by the way that questions about the event are asked.
|
|
Karl Lashley
|
memories stored diffusely in the brain.
|
|
Donald Hebb
|
memory involves synapse and neural pathway change making a memory tree.
|
|
Brenda Milner
|
Patient HM who was given a lesion in the hippocampus to treat epilepsy. Could not add anything to LTM
|
|
Factors Helping Memory Retrieval
|
acoustic dissimilarity
semantic dissimilarity brevity familiarity concreteness meaning subject importance |
|
Savings
|
how much info remains in LTM by assessing how long it takes to learn something the second time.
|
|
Encoding Specificity Principle
|
material is more likely to be remembered if recalled in same context it was stored.
|
|
Episodic Memory
|
details, events
|
|
Semantic Memory
|
general knowledge
|
|
Herman Ebbinghouse
|
studied memory semantically -used lists of nonsense syllables to study STM
-Forgetting curve that drops sharply and then levels off in slight downward trend |
|
Bartlett
|
-memory is reconstructive.
-people are more likely to remember ideas or semantics rather then details or grammar. |
|
Decay/Trace Theory
|
Memories fade with time
|
|
Interferance Theory
|
competing info blocks retrieval
|
|
Eidetic Memory
|
Photographic Memory
|
|
Ziegarnik Effect
|
recollection is better for uncompleted tasks then completed ones.
|
|
Cognitive Psyc.
|
study of thinking, processing, and reasoning.
|
|
Concept
|
how one represents the relationship b/w two things
|
|
Mental Set
|
preconcieved notion of how to look at a problem
|
|
Schema
|
cognitive structure that includes ideas about events or objects and attributes that accompany them
|
|
Script
|
idea about the way events typically unfold
|
|
Prototype
|
representative or usual type of event or object
|
|
Insight
|
new perspective on an old problem
|
|
Heuristic
|
problem solving strategy that uses rule of thumb or shortcut based on what has worked previously
|
|
Deductive Reasoning
|
specific conclusion that must follow from the info given
|
|
Inductive Reasoning
|
general rules that are inferred from specifics
|
|
Logical Reasoning Errors
|
Atmosphere Effect
Semantic Effect Confirmation Bias |
|
Atmosphere Effect
|
conclusion is influenced by the way info is phrased
|
|
Semantic Effect
|
believing in conclusions b/c of what you know or thing to be true rather then what logically follows from the info given
|
|
Confirmation Bias
|
Remembering and using info that confirms what you already know.
|
|
Reaction Time
|
used in cognitive testing
|
|
Stroop Effect
|
decreased speed in naming the color of ink used to print words when the words themselves are different colors
|
|
Bottom-Up Processing
|
data driven
recognizing an item from data or details |
|
Top Down Processing
|
guided by larger concepts
|
|
James-Lange Theory of Emotion
|
Physical---Emotions
|
|
Cannon-Bard Theory of Emotion
|
Physical II; Emotional
(occur simultaneously) |
|
Cognitive Theory of Emotion
|
Schacter/Singer
physical--thoughts--emotion |
|
Nativist Theory
|
perception and cognition are largely innate
|
|
Structuralist Theory
|
Perception is the sum tolal of sensory input
|
|
Gestalt Psychology
|
People see the world as organized wholes
|
|
Absolute Threshold
|
minimum amount of stimuli that can be detected 50% of the tiime
|
|
Weber
Differential Threshold |
just noticeable difference
minimum diff necessary for detection of a change in intensity |
|
Terminal Threshold
|
upper limit after which stimuli cannot be detected
|
|
Intensity Perception Theories
|
Weber's Law
Fechner's Law J.A. Swets Theory of Signal Detection |
|
Weber's Law
|
A stimulus needs to be increased by a constant fraction in order to be noticed as noticably different
|
|
Fechner's Law
|
the strength of a stimulus must be significantly increased to produced a slight difference in sensation
|
|
J.A. Swet
Theory of Signal Detection |
sees motivation as a factor in signal detection
|
|
Dichotic Presentation
|
used in studies of selective attention
|
|
Lorenz, Tinbergen & von Frisch
|
Nobel prize winners in ethology
|
|
Lorenz
|
known for his work with imprinting, animal aggression, releasing stimuli and fixed action patterns
|
|
Imprinting
|
displayed by a following response
|
|
Releasing Stimuli
|
automatic, instinctual fixed action patterns
|
|
4 Defining Characteristics of Fixed Action Patterns
|
uniform patterns
perf. by maj.of the species complex can't be interupted |
|
Tinbergen
|
Stickleback Fish
Hering Gull Chicks |
|
Frisch
|
Studied honeybees
|
|
Cannon
|
coined fight or flight
|
|
Genes
|
basic unit of heredit
made up of DNA organized into chromosomes |
|
Gamete
|
sperm or ovum
haploid 23 single chromosomes |
|
Zygote
|
pertilized egg cell
diploid 23 pairs of chromosomes |