Cognitive Affective Bases Of Behavior

Front 1

Zeigarnik Effect

Back 1

people are more likely to remember uncompleted tasks than completed tasks

Front 2

protocol analysis

Back 2

involves subjects verbalizing their thought process as they perform a task
the goal is to better understand the person's cognitive process, esp. concerning problem solving

Front 3

dismantling theory

Back 3

various components of a treatment are analyzed separately to examine treatment effects

Front 4

operant conditioning

Back 4

reinforcement
AKA Instrumental Conditioning
Skinner
Thorndike

Front 5

classical conditioning

Back 5

pairing
Watson, Pavlov

Front 6

behavioral contrast

Back 6

operant conditioning concept
two behaviors are initially reinforced equally, then one behavior stops being reinforced. That behavior decreases while the one still being reinforced increases

Front 7

operant extinction

Back 7

withholding reinforcement for a previously reinforced behavior

Front 8

punishment

Back 8

to decrease an unacceptable behavior
negative - taking something desirable away
positive - applying something aversive

Front 9

reinforcement

Back 9

designed to increase a behavior
negative - taking away something negative
positive - applying something positive

Front 10

Kohlberg's stages of moral development

Back 10

Preconventional Morality
Conventional Morality
Postconventional Morality

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Preconventional Morality

Back 11

Kohlberg's
emphasis on compliance with rules to avoid punishment and get rewards
substage 1 - Punishment-Obedience
substage 2 - Instrumental Hedonism

Front 12

Conventional Morality

Back 12

Kohlberg's
focus on conforming to rules to get social approval
substage 1 - Good Boy/Good Girl
substage 2 - Law and Order

Front 13

Postconventional Morality

Back 13

Kohlberg's
Morality of Contract
Rights and Law's
Morality of Conscience

Front 14

mediated generalization

Back 14

AKA stimulus generalization
classical conditioning
generalizing from the CS to another neutral stimuli - the new response is not intentionally trained

Front 15

response generalization

Back 15

operant conditioning
the person (or animal) displays responses similar to those that have been reinforced

Front 16

avoidance behavior

Back 16

operant conditioning
a person learns that emitting certain behavior can prevent negative consequences from occurring
ex. you pay your bills on time so you don't get a fee

Front 17

high-order conditioning

Back 17

classical conditioning
pairing the CS with another neutral stimulus that is typically unrelated
intentional training
AKA second-order conditioning

Front 18

Premack Principle

Back 18

involves using a high frequency behavior to reinforce a low frequency behavior

Front 19

generalized conditioned reinforcers

Back 19

special case of secondary reinforcers that acquire their reinforcing value b/c they can be exchanged for other reinforcers
ex. money and tokens

Front 20

chaining

Back 20

thought to underlie the acquisition of complex behaviors (driving a car), in which e/a response serves as both reinforcement for the previous response and as a discriminative stimulus for the next response

Front 21

respondent conditioning

Back 21

AKA classical conditioning

Front 22

Describe tasks that require convergent thinking

Back 22

Tasks that require an examinee to derive a single correct answer

Front 23

describe tasks that assess divergent thinking

Back 23

Tasks that require the examinee to generate as many ideas as possible

Front 24

Implicit memories

Back 24

Memories that are recalled without conscious effort.

Front 25

Prospective memory

Back 25

The ability to remember to do something in the future e.g., to buy a gallon of milk the next time you go to the store.

Front 26

Metamemory

Back 26

Refers to a person's insight into his/her own memory processes.

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Crystallized intelligence

Back 27

Involves the ability to recall and use information that has been learned

Front 28

Fluid intelligence

Back 28

Involves the ability to see new relationships, solve new problems, and form new concepts.

Front 29

Goal-setting theory

Back 29

Difficult goals result in greater productivity than easy or ambiguous goals. With regard to task difficulty, the less complex the task, the stronger the link between goal difficulty and productivity.

Front 30

inoculation

Back 30

The purpose is to reduce a listener's susceptibility to a persuasive message. It involves 3 steps: warning the listener of the impending persuasive message; making a weak attack against the listener's position; and having the listener actively defend his/her position.

Front 31

Damage to the hippocampus will have the greatest impact on __________________.

Back 31

memory consolidation, explicit memory, and spatial memory

Front 32

Heuristics

Back 32

Heuristics"mental shortcuts" that simplify problem-solving

Front 33

Internalization

Back 33

when an individual changes his behavior because he privately accepts and believes the attitudes or behaviors of the other person to be correct

Front 34

Retroactive inhibition or interference

Back 34

occurs when newly learned information interferes with the recall of previously learned information.

Front 35

Causes of mental retardation

Back 35

Problems during the embryonic stage account for 30% of the cases of MR, & include chromosomal changes e.g., Down's Syndrome or damage due to toxins e.g., maternal alcohol use, infections. Perinatal problems account for 10% of cases of MR, & include fetal malnutrition, hypoxia, trauma, & viral infections. The perinatal period is from 1 lb of weight (in utero) to 1 mo. after birth. Heredity accounts for 5% of the cases of MR, & includes genetic abnormalities & chromosomal aberrations.

Front 36

retrograde amnesia

Back 36

loss of memory for events preceding a trauma; e.g., a soldier's forgetting events immediately before a shell burst nearby

Front 37

anterograde amnesia

Back 37

loss of memory for events that occur after the onset of the trauma; e.g., seen in a boxer who suffers a blow to the head and loses memory for events after the blow

Front 38

James-Lange Theory of Emotion

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Emotion results from perception of bodily sensations from physiological change E.g. we feel sad because we cry, we do not cry because we are sad

Front 39

Cannon-Bard Theory of Emotion

Back 39

when confronted with an arousing event, people first feel an emotion and then experience physiological reactions such as sweating, muscle tension, or trembling.

Front 40

Two-Factor Theory of Emotion

Back 40

emotions are the result of physiological arousal and cognition; emotional experiences are defined by how individuals interpret or appraise their physiological arousal and bodily responses to an event.

Front 41

Describe Baddeley's (1986) model of working memory.

Back 41

This model of working memory has three distinct subsystems: phonological loop, visuospatial sketchpad and the central executive

Front 42

phonological loop

Back 42

In Alan Baddeley's model of working memory, it is the speech-based part of working memory that allows for the verbal rehearsal of sounds or words,

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visuospatial sketchpad

Back 43

In Alan Baddeley's model of working memory, it is a parallel system akin to an artist's sketchbook for stimuli that cannot be verbalized; is responsible for the manipulation and temporary storage of visual and spatial information.

Front 44

central executive

Back 44

In Alan Baddely's model of working memory, it is the component that integrates information from the phonological loop & the visuospatial working memory, as well as material retrieved from long-term memory. It plays a major role in planning & controlling behavior.

Front 45

Thorndike's law of effect

Back 45

a behavior that is followed by a "satisfying consequence" will be likely to occur again.

Front 46

matching law

Back 46

The principle that the proportion of responses emitted on a particular schedule matches the proportion of reinforcers obtained on that schedule; the relative frequency of responding to an alternative corresponds to the frequency of reinforcement for responding to that alternative.

Front 47

law of contiguity

Back 47

learning depends on the proximity of stimuli in space and time.

Front 48

equipotentiality law

Back 48

states that intact areas of the brain can assume the functions of areas that have been destroyed

Front 49

proactive inhibition

Back 49

previous learning interferes with more recent learning

Front 50

retroactive inhibition

Back 50

New information blocks old information

Front 51

Stroop Effect

Back 51

Name of word interferes with the naming of the color

Front 52

Theory of Unconscious inerference

Back 52

(Hermann Helmholtz)

Perceptions are impacted by unconscious assumptions & can be influenced by past experiences.

Front 53

What is the learning curve?

Back 53

Savings = [(initial repetitions)-relearning repetitions]/initial repetitions

then multiply by 100 for a %

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Schemas

Back 54

Organized patterns of thought and behavior that influence what we attend to and how we absorb new information.

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Person Schemas

Back 55

Attributes we use to categorize people and make inferences about their behavior. We assess their skills, competencies, and values to make determinations about their personality traits.

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Event Schemas

Back 56

Cognitive processes or practices we use to approach tasks or problems. Provides the basis for anticipating the future, setting goals and making plans.

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Role Schemas

Back 57

How we expect individuals to behave in certain roles. Often associated with stereotypes. Includes behavior sets and role expectations.

Front 58

Self Schemas

Back 58

Cognitive representations about our self-concept, that is, perceptions of our traits, competencies, and values.

Front 59

What is an example of flashbulb memory?

Back 59

Remembering where you were and what you were doing when you first learning about Sept. 11th.

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What is source memory?

Back 60

Remembering the source of where the information was learned.

Front 61

People are most likely to accurately remember a sentence if they are required to use?

Back 61

Their short-term primary memory.

Front 62

What is sustained attention?

Back 62

The ability to focus on specific stimuli over an extended period of time. It is used to study for a test.

Front 63

What is divided attention?

Back 63

Focuses on multiple events simultaneously, or focuses on one event while ignoring relevant events. It used while driving and listening to music.

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What is eidetic memory?

Back 64

The ability to retain an image of what is seen for a long period of time. It is most common in children.

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Semantic Memory Example

Back 65

Knowing there are 12 months in the year

Front 66

Episodic Memory example

Back 66

Remembering your 21st birthday

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Procedural memory example

Back 67

remember how to ride a bike

Front 68

It is thought that distortion occurs because?

Back 68

Long term memory relies heavily on semantic (meaning) features of hearing/witnessing events (ex: Fido was hit by a truck).

Front 69

theory of schematic memory

Back 69

Posits that memory for events is structured according to mental schemas. Memories for events can also be altered and elaborated upon in order to fit the schema (the appearance of a robber is remembered as more menacing than it was actually experienced at the time).

Front 70

Trace conditioning example

Back 70

The CS precedes the US by a period and stops right before the US. Ex: A can opener for a dog produces the same response as it does with meat powder.

Front 71

What is the difference between spontaneous recovery and response burst?

Back 71

Spontaneous recovery involves the CR to the CS often briefly reappears. Response burt involves withholding reinforcement.

Front 72

Stimulus Discrimination

Back 72

An animal learns to discrete between two similar neutral stimuli because one has been paired with the US while one has not. If the stimulus discriminations are made too difficult, the animal will experience experimental neurosis.

Front 73

Pseudo-Conditioning

Back 73

A NS that was not deliberately paired with the US or CS comes to elicit the CR. It may be caused by either inadvertent pairing or heightened arousal.

Front 74

What do variable schedules result in?

Back 74

Response rates that are smooth and steady, both and after reinforcement.

Front 75

What do fixed schedules result in?

Back 75

Scalloped patterns: increased rate of the target behavior occurs just prior to reinforcement.

Front 76

Behavioural Contrast

Back 76

When one of two behaviors that are being reinforced stops being reinforced, that behavior decreases while the other increases.

Front 77

Satiation

Back 77

When a primary reinforcer loses its reinforcing quality from being presented too much .

Front 78

Habituation

Back 78

When a subjects gets used to an US (loud noise) and no longer reacts to to it (startling).

Front 79

Differences between classical and operant conditioning

Back 79

Classical: no choice in responding vs Operant: the animal has a choice (motivation)

CC: No pleasure or avoidance included in US but OC there is

Negative Reinforcement: CC it increases CR; OC decreases likelihood

Faster learning in CC compared to OC b/c of choice to respond or not