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;
70 Cards in this Set
- Front
- Back
|
Learning |
Theprocess of acquiring new relatively enduring information behaviors |
|
|
ClassicalConditioning |
learningto link two stimuli in a way that helps us anticipate an even to which we have areaction |
|
|
OperantConditioning |
changingbehavior choices in response to consequences |
|
|
Cognitivelearning |
acquiringnew behavior s and information through observation and information, rather thanby direct experience |
|
|
Behaviorism Theorists |
Believed mental life was much less important than behavior as a foundation for psychological science |
|
|
Pavlo's Discovery |
While studying salivation in dogs, Ivan Pavlov found that salivation from eating food was eventually triggered by what should have been neutral stimuli such as: - just seeing the food - seeing the dish - seeing the person who brought the food - just hearing that person’s footsteps. |
|
|
Neutral Stimulus |
a stimulus which does not trigger a response |
|
|
Unconditioned Stimulus |
unconditionally, naturally, and automatically triggers a response |
|
|
Unconditioned Response |
unlearned response that occurs naturally in reaction to the unconditioned stimulus. |
|
|
Conditioned Stimulus |
previously neutralstimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned |
|
|
Conditioned Response |
an automatic response established by training to an ordinarily neutral stimulus |
|
|
Acquisition |
- the fist stages of learning when a response is established - the period when the stimulus comes to evoke conditioned response |
|
|
Extinction |
the diminishing of a conditioned response |
|
|
Spontaneous Recovery |
the reappearance of a conditioned response that had been extinguished |
|
|
Generalization |
tendency to have conditioned responses triggered to related stimuli |
|
|
Discrimination |
to the learned ability to respond to a specific stimuli, preventing generalization |
|
|
Positive Reinforcement |
adding something desirable |
|
|
Negative Reinforcement |
ending something unpleasant |
|
|
Positive Punishment |
you add something unpleasant |
|
|
Negative Punishment |
you take away something pleasant/ desirable |
|
|
Imitation |
learning by observation |
|
|
Observation |
learning through observing and imitating others |
|
|
Albert Bandura |
kids saw adults punching an inflated doll while narrowing their aggressive behaviors such as kick him. These kids were then put in a toy deprived situation and acted out the same behavior |
|
|
Memory |
the persistence of learning over time, through the storage and retrieval of information and skills |
|
|
Recall Memory |
- Retrieve info not currently in your conscious awareness - Retrieve information previously learned and unconsciously stored |
|
|
Recognition |
identify items previously learned |
|
|
Relearning |
learning something more quickly when you learn it a second or later time |
|
|
Encoding |
the information gets into our brains in a way that allows it to be stored |
|
|
Storage |
the information is held in a way that allows it to later be retrieved |
|
|
Retrieval |
reactivating and recalling the information, producing it in a form similar to what encoded |
|
|
Explicit Memories |
facts and experiences that one can consciously know and recall |
|
|
Effortful processing |
information acquired through attention and conscious effort |
|
|
Implicit Memories |
memories we retain but are not fully aware of |
|
|
Automatic Processing |
unconscious encoding of information |
|
|
Space |
ability to later visualize the location of information |
|
|
Time |
event sequence encoded in brain |
|
|
Frequency |
keep track of how many times things happen |
|
|
Frontal Lobes |
retrieval and use of explicit memory which is in part a woking memory or executive function |
|
|
Hippocampus |
encoding and storage of explicit memories - events and facts are held there for a couple of days before consolidating, moving of other parts of the brain for long term storage |
|
|
Cerebellum |
stores our conditioned responses |
|
|
Infantile Amnesia |
- implicit memory from infancy can be retained, including skills and conditioned responses - explicit memories our recall for episodes only goes back to about age 3 most people |
|
|
Flashbulb Memories |
emotionally intense events that become burned in as a vivid seeming memory |
|
|
Retrograde amnesia |
refers to an inability to retrieve memory of the past |
|
|
Anterograde Amnesia |
refers to the inability to form new long-term declarative/ explicit memories |
|
|
Context- Dependent Memory |
part of the web of association with was is going on at the time we formed that memory ex: where we are |
|
|
State - Dependent Memory |
memories that can be tied to the emotional state we were in when we formed the memory |
|
|
The serial position effect |
refers to the tendency, when learning information in along list, to more likely recall the first items and last items |
|
|
Hippocampus damage |
lose the inability to store new facts |
|
|
Misinformation Effect |
incorporating misleading information into one's memory of an event |
|
|
Implanted Memories |
recall an event that never happened |
|
|
Imagination Inflation |
finding that imagining an event which never happened can increase confidence that it actually occurred |
|
|
Source Amnesia |
inability to remember where, when or how previously learned information has been acquired, while retaining the factual knowledge |
|
|
Deja Vu |
a feeling where it already occurred or "seen" |
|
|
Motivation |
refers to a need or desire that energizes behavior and directs it towards a goal |
|
|
Instinct |
a fixed pattern of behavior that is not acquired by learning and it likely to be rooted in genes and the body |
|
|
Drive |
an aroused/tense state related to physical need such as hunger or thirst |
|
|
Drive Reduction Theory |
refers to the idea that humans are motivated to reduce these drives |
|
|
Incentives |
external stimuli that their appeal to our needs or trigger our aversive feelings, and can be used to pull us in our actions |
|
|
Maslow's Hierarchy |
- Self Actualization: achieving one's full potential - Esteem Needs: prestige and feeling of accomplishment - Belongingness and love needs - Safety Needs: security and safety - Physiological needs: food, water, warmth |
|
|
Hypothalamic Center |
the part of the brain that monitors appetite |
|
|
Sexual Motivation |
Biological: sexual maturity and sex hormones Psychological: exposure to stimulation conditions Socio- culutural: family and society values |
|
|
Homosexuality |
seens to run in families and amount identifcal twins |
|
|
Belonging- Why we need it? |
- keeping children close to caregivers - mutual protection in a group - cooperation in hunting and sharing food - division of labor to allow growing food - emotional support |
|
|
Classical Conditioning |
Pavlov and the dog |
|
|
John B. Watson |
classical conditionign and the baby w/ the rat |
|
|
B.F. Skinner |
Operant Chamber w/ reinforcement
|
|
|
Jean Piaget |
Cognitive theory of development |
|
|
Erikson |
8 stages of psychosocial development |
|
|
Skinner |
Operant conditioning theory |
|
|
Working Memory |
short termed memory |
