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329 Cards in this Set
- Front
- Back
- 3rd side (hint)
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acquisitionin |
classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response. |
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associative learning |
learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning). |
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behaviorism |
the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not with (2). |
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classical conditioning |
a type of learning in which one learns to link two or more stimuli and anticipate events |
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cognitive learning |
the acquisition of mental information, whether by observing events, by watching others, or through language. |
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cognitive map |
a mental representation of the layout of one's environment. For example, after exploring a maze, rats act as if they have learned a cognitive map of it. |
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conditioned reinforcer |
a stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as a secondary reinforcer. |
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conditioned response (CR) |
in classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus (CS). |
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conditioned stimulus (CS) |
in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response (CR). |
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continuous reinforcemet |
reinforcing the desired response every time it occurs. |
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discrimination |
in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus. |
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extinction |
the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced. |
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extrinsic motivation |
a desire to perform a behavior to receive promised rewards or avoid threatened punishment. |
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fixed-interval schedule |
in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed |
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fixed-ratio schedule |
in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses. |
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generalization |
the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. |
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higher-order conditioning |
a procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaker) conditioned stimulus. |
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intrinsic motivation |
a desire to perform a behavior effectively for its own sake. |
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latent learning |
learning that occurs but is not apparent until there is an incentive to demonstrate it. |
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law of effect |
Thorndike's principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely. |
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learning |
the process of acquiring new and relatively enduring information or behaviors. |
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mirror neurons |
frontal lobe neurons that fire when performing certain actions or when observing another doing so. The brain's mirroring of another's action may enable imitation and empathy. |
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modeling |
the process of observing and imitating a specific behavior. |
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negative reinforcement |
increasing behaviors by stopping or reducing negative stimuli. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.) |
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neutral stimulus (NS) |
in classical conditioning, a stimulus that elicits no response before conditioning. |
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observational learning |
learning by observing others. |
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operant behavior |
behavior that operates on the environment, producing consequences. |
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operant chamber |
in operant conditioning research, a chamber (also known as a Skinner box) containing a bar or key that an animal can manipulate to obtain a food or water reinforcer; attached devices record the animal's rate of bar pressing or key pecking. |
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operant conditioning |
a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher. |
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partial (intermittent) reinforcement |
reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement. |
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positive reinforcement |
increasing behaviors by presenting positive reinforcers. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response. |
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primary reinforcer |
an innately reinforcing stimulus, such as one that satisfies a biological need. |
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prosocial behavior |
positive, constructive, helpful behavior. The opposite of antisocial behavior. |
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punishment |
an event that tends to decrease the behavior that it follows. |
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reinforcement |
in operant conditioning, any event that strengthens the behavior it follows. |
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reinforcement schedule |
a pattern that defines how often a desired response will be reinforced. |
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respondent behavior |
behavior that occurs as an automatic response to some stimulus. |
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shaping |
an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior |
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spontaneous recovery |
the reappearance, after a pause, of an extinguished conditioned response. |
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stimulus |
any event or situation that evokes a response |
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unconditioned response (UR) |
in classical conditioning, an unlearned, naturally occurring response (such as salivation) to an unconditioned stimulus (US) (such as food in the mouth). |
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unconditioned stimulus (US) |
in classical conditioning, a stimulus that unconditionally-naturally and automatically-triggers a response (UR) |
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variable-interval schedule |
in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals. |
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variable-ratio schedule |
in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses. |
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Learning |
A relatively permanet change in behavior due to experience |
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associative learning |
linking events occur close together in time |
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What three things do you learn from experience |
1) when we learn to predict event we already like or don't like by noticing other events or sensations that happen first 2)when our actions have consequences 3) when we watch what other people do |
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what 3 things do we learn by association |
1) When two stimuli (events or sensations) tend to occur together or in sequence 2) when actions become associated with pleasant or aversive results 3) when two pieces of information are linked |
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What are the 3 types of learning |
classical conditioning : learning to link two stimuli in a way that helps us anticipate an event in which we have a reaction
Operant conditioning changing behavior choices in response to consequences
cognitive learning acquiring new behaviors and information through observation and information rather then by direct exprirence |
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Opertant conditioning |
associate aresponse ( behavior) and its consequnces learn to repeat behaviors followed by desirable results learn to aviord behaviors followed by undesirable results |
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Priming |
triggering which memories get used triggers a thread of associations that bring us to a concept, just as a spider feels movement in a web and follows it to find the bug. |
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Spacing Effect |
Information is retained better when rehearsal is distributed over time. |
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Visual Encoding |
adding pictures with words to help you remeber them |
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Chunking |
breaking larges pices of information into smaller pecies to remeber them |
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Mnemonic |
Memory aid that uses vivid imagery |
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Cognition refers to |
mental activities and processes associated with thinking, knowing, remembering, and communicating information. |
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A concept is a |
mental grouping of similar objects, events, states, ideas, and/or people, etc. |
A concept is a mental grouping of similar objects, events, states, ideas, and/or people, etc. |
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Problem Solving |
trial and error algorithms heuristics insight |
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confirmation bias |
refers to our tendency to search for information which confirms our current theory, disregarding contradictory evidence. |
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Cognition refers to |
mental activities and processes associated with thinking, knowing, remembering, and communicating information. |
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A concept is a |
mental grouping of similar objects, events, states, ideas, and/or people, etc. |
A concept is a mental grouping of similar objects, events, states, ideas, and/or people, etc. |
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Problem Solving |
trial and error algorithms heuristics insight |
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confirmation bias |
refers to our tendency to search for information which confirms our current theory, disregarding contradictory evidence. |
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Cognition refers to |
mental activities and processes associated with thinking, knowing, remembering, and communicating information. |
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A concept is a |
mental grouping of similar objects, events, states, ideas, and/or people, etc. |
A concept is a mental grouping of similar objects, events, states, ideas, and/or people, etc. |
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Problem Solving |
trial and error algorithms heuristics insight |
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confirmation bias |
refers to our tendency to search for information which confirms our current theory, disregarding contradictory evidence. |
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what does Cognition refers to?
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mental activities and processes associated with thinking, knowing, remembering, and communicating information. |
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Cognition refers to |
mental activities and processes associated with thinking, knowing, remembering, and communicating information. |
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A concept is a |
mental grouping of similar objects, events, states, ideas, and/or people, etc. |
A concept is a mental grouping of similar objects, events, states, ideas, and/or people, etc. |
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Problem Solving |
trial and error algorithms heuristics insight |
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confirmation bias |
refers to our tendency to search for information which confirms our current theory, disregarding contradictory evidence. |
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Confirmation bias refers to |
our tendency to search for information which confirms our current theory, disregarding contradictory evidence. |
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Mental set |
The tendency to approach problems using a mindset (procedures and methods) that has worked previously. |
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Fixation |
The tendency to get stuck in one way of thinking; an inability to see a problem from a new perspective. |
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The quick-acting, automatic source of ideas we use instead of careful reasoning is known as |
intuition |
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Overconfidence in judgments refers to our tendency to be more confident than correct. |
We overestimate the accuracy of our estimates, predictions, and knowledge. |
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Confirmation bias refers to |
our tendency to search for information which confirms our current theory, disregarding contradictory evidence. |
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Mental set |
The tendency to approach problems using a mindset (procedures and methods) that has worked previously. |
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Fixation |
The tendency to get stuck in one way of thinking; an inability to see a problem from a new perspective. |
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The quick-acting, automatic source of ideas we use instead of careful reasoning is known as |
intuition |
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Overconfidence in judgments refers to our tendency to be more confident than correct. |
We overestimate the accuracy of our estimates, predictions, and knowledge. |
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The serial position effect refers to |
the tendency, when learning information in a long list, to more likely recall the first items (primacy effect) and the |
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Confirmation bias refers to |
our tendency to search for information which confirms our current theory, disregarding contradictory evidence. |
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Mental set |
The tendency to approach problems using a mindset (procedures and methods) that has worked previously. |
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Fixation |
The tendency to get stuck in one way of thinking; an inability to see a problem from a new perspective. |
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The quick-acting, automatic source of ideas we use instead of careful reasoning is known as |
intuition |
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Overconfidence in judgments refers to our tendency to be more confident than correct. |
We overestimate the accuracy of our estimates, predictions, and knowledge. |
|
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|
The serial position effect refers to |
the tendency, when learning information in a long list, to more likely recall the first items (primacy effect) |
|
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Fixation |
The tendency to get stuck in one way of thinking; an inability to see a problem from a new perspective. |
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Mental set |
The tendency to approach problems using a mindset (procedures and methods) that has worked previously. |
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Mood-congruent memory refers to |
the tendency to selectively recall details that are consistent with one’s current mood. |
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The Two Types of Amnesia |
Retrograde amnesia refers to an inability to retrieve memory of the past. Anterograde amnesia refers to an inability to form new long-term declarative/ explicit memories. |
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Confirmation bias refers to |
our tendency to search for information which confirms our current theory, disregarding contradictory evidence. |
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Mental set |
The tendency to approach problems using a mindset (procedures and methods) that has worked previously. |
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|
Fixation |
The tendency to get stuck in one way of thinking; an inability to see a problem from a new perspective. |
|
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|
The quick-acting, automatic source of ideas we use instead of careful reasoning is known as |
intuition |
|
|
|
Overconfidence in judgments refers to our tendency to be more confident than correct. |
We overestimate the accuracy of our estimates, predictions, and knowledge. |
|
|
|
The serial position effect refers to |
the tendency, when learning information in a long list, to more likely recall the first items (primacy effect) |
|
|
|
Fixation |
The tendency to get stuck in one way of thinking; an inability to see a problem from a new perspective. |
|
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|
Mental set |
The tendency to approach problems using a mindset (procedures and methods) that has worked previously. |
|
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|
Mood-congruent memory refers to |
the tendency to selectively recall details that are consistent with one’s current mood. |
|
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The Two Types of Amnesia |
Retrograde amnesia refers to an inability to retrieve memory of the past. Anterograde amnesia refers to an inability to form new long-term declarative/ explicit memories. |
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Part of the web of associations of a memory is the |
context. |
What else was going on at the time we formed the memory? |
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Encoding Failure |
Information is never encoded into long-term memory. |
What letters accompany the number 5 on the telephone?Where is the number 0 on your calculator? Some memories cannot be encoded without effort. |
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Confirmation bias refers to |
our tendency to search for information which confirms our current theory, disregarding contradictory evidence. |
|
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|
Mental set |
The tendency to approach problems using a mindset (procedures and methods) that has worked previously. |
|
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|
Fixation |
The tendency to get stuck in one way of thinking; an inability to see a problem from a new perspective. |
|
|
|
The quick-acting, automatic source of ideas we use instead of careful reasoning is known as |
intuition |
|
|
|
Overconfidence in judgments refers to our tendency to be more confident than correct. |
We overestimate the accuracy of our estimates, predictions, and knowledge. |
|
|
|
The serial position effect refers to |
the tendency, when learning information in a long list, to more likely recall the first items (primacy effect) |
|
|
|
Fixation |
The tendency to get stuck in one way of thinking; an inability to see a problem from a new perspective. |
|
|
|
Mental set |
The tendency to approach problems using a mindset (procedures and methods) that has worked previously. |
|
|
|
Mood-congruent memory refers to |
the tendency to selectively recall details that are consistent with one’s current mood. |
|
|
|
The Two Types of Amnesia |
Retrograde amnesia refers to an inability to retrieve memory of the past. Anterograde amnesia refers to an inability to form new long-term declarative/ explicit memories. |
|
|
|
Part of the web of associations of a memory is the |
context. |
What else was going on at the time we formed the memory? |
|
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Encoding Failure |
Information is never encoded into long-term memory. |
What letters accompany the number 5 on the telephone?Where is the number 0 on your calculator? Some memories cannot be encoded without effort. |
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Storage Decay |
Memories decay gradually if they are not used. Information is at first rapidly forgotten. After a certain period of time, the forgetting levels off. |
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Confirmation bias refers to |
our tendency to search for information which confirms our current theory, disregarding contradictory evidence. |
|
|
|
Mental set |
The tendency to approach problems using a mindset (procedures and methods) that has worked previously. |
|
|
|
Fixation |
The tendency to get stuck in one way of thinking; an inability to see a problem from a new perspective. |
|
|
|
The quick-acting, automatic source of ideas we use instead of careful reasoning is known as |
intuition |
|
|
|
Overconfidence in judgments refers to our tendency to be more confident than correct. |
We overestimate the accuracy of our estimates, predictions, and knowledge. |
|
|
|
The serial position effect refers to |
the tendency, when learning information in a long list, to more likely recall the first items (primacy effect) |
|
|
|
Fixation |
The tendency to get stuck in one way of thinking; an inability to see a problem from a new perspective. |
|
|
|
Mental set |
The tendency to approach problems using a mindset (procedures and methods) that has worked previously. |
|
|
|
Mood-congruent memory refers to |
the tendency to selectively recall details that are consistent with one’s current mood. |
|
|
|
The Two Types of Amnesia |
Retrograde amnesia refers to an inability to retrieve memory of the past. Anterograde amnesia refers to an inability to form new long-term declarative/ explicit memories. |
|
|
|
Part of the web of associations of a memory is the |
context. |
What else was going on at the time we formed the memory? |
|
|
Encoding Failure |
Information is never encoded into long-term memory. |
What letters accompany the number 5 on the telephone?Where is the number 0 on your calculator? Some memories cannot be encoded without effort. |
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Storage Decay |
Memories decay gradually if they are not used. Information is at first rapidly forgotten. After a certain period of time, the forgetting levels off. |
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Retrieval Failure |
Tip-of-the-tongue phenomenon Interference Motivated forgetting |
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Proactive Interference Forward acting |
The disruptive effect of prior learning on the recall of new information |
A friend’s email address that was learned long ago may interfere with learning the new email address. |
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Motivated Forgetting |
Repression - Freudian defense mechanism that banishes an anxiety-producing memory from consciousness |
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Misinformation Effect |
Incorporating misleading information into the memory of an event |
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What is intelligence define as? |
the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
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What is intelligence define as? |
the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
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Achievement tests |
measure what you already have learned. Examples include a literacy test, a driver’s license exam, and a final exam in a psychology course. |
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Aptitude tests |
attempt to predict your ability to learn new skills. |
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Charles Spearman (1863-1945) |
performed a factor analysis* of different skills and found that people who did well in one area also did well in another. Spearman speculated that these people had a high “g” (general intelligence). |
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Principles of Test Construction |
standardized reliable .valid. |
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what does standardization mean? |
defining the meaning of scores based on a comparison with the performance of others who have taken the test before. |
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Comparing your score to this standard set of scores: |
if you score higher than 50 percent of people, you your IQ is 100. |
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The Flynn Effect: |
Performance on intelligence tests has improved over |
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A test or other measuring tool is ____ when it generates consistent results. |
reliable |
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test or measure has ____ if it accurately measures what it is supposed to measure. |
validity |
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Fluid intelligence refers to the ability what? |
to think quickly and abstractly. |
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Crystallized intelligence refers to |
accumulated wisdom, knowledge, expertise, and vocabulary . |
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“Intellectual disability” refers to people who |
have an IQ around 70 or below. have difficulty with adaptive skills, |
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Thurstone’s Seven Clusters of Abilities |
1)Verbal comprehension 2)Inductive reasoning 3)Word fluency 4) Spatial ability 5)Memory Perceptual 6)speed 7)Numerical |
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Howard Gardner’s Eight Intelligences |
1)Visual/Spatial 2)Verbal/Linguistic 3)Logical/Mathematical 4)Bodily/Kinesthetic 5) Musical 6) Interpersonal 7)Intrapersonal 8)Naturalist |
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Analytical intelligence: |
solving a well-defined problem with a single answer |
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Practical intelligence: |
expertise and talent that help to complete the tasks and manage the complex challenges of everyday life |
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Creative intelligence: |
generating new ideas to help adapt to novel situations |
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Creativity refers to |
the ability to produce ideas that are novel and valuable. |
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Convergent thinking |
is a left-brain activity involving zeroing in on a single correct answer. |
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Creativity uses divergent thinking which is...? |
he ability to generate new ideas, new actions, and multiple options and answers. |
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Robert Sternberg’s Five Components of Creativity |
1)Creative environment 2) Venturesome personality: 3)Intrinsic motivation 4)Expertise: 5)Imaginative thinking |
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Social intelligence refers to |
the ability to understand and navigate social situations. |
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Emotional intelligence |
involves processing and managing the emotional component of those social situations, including one’s own emotions. |
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Components of Emotional Intelligence |
Perceiving emotions,Understanding emotions,Managing emotions,Using emotions |
|
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|
What is intelligence define as? |
the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
|
|
|
Achievement tests |
measure what you already have learned. Examples include a literacy test, a driver’s license exam, and a final exam in a psychology course. |
|
|
|
Aptitude tests |
attempt to predict your ability to learn new skills. |
|
|
|
Charles Spearman (1863-1945) |
performed a factor analysis* of different skills and found that people who did well in one area also did well in another. Spearman speculated that these people had a high “g” (general intelligence). |
|
|
|
Principles of Test Construction |
standardized reliable .valid. |
|
|
|
what does standardization mean? |
defining the meaning of scores based on a comparison with the performance of others who have taken the test before. |
|
|
|
Comparing your score to this standard set of scores: |
if you score higher than 50 percent of people, you your IQ is 100. |
|
|
|
The Flynn Effect: |
Performance on intelligence tests has improved over |
|
|
|
A test or other measuring tool is ____ when it generates consistent results. |
reliable |
|
|
|
test or measure has ____ if it accurately measures what it is supposed to measure. |
validity |
|
|
|
Fluid intelligence refers to the ability what? |
to think quickly and abstractly. |
|
|
|
Crystallized intelligence refers to |
accumulated wisdom, knowledge, expertise, and vocabulary . |
|
|
|
“Intellectual disability” refers to people who |
have an IQ around 70 or below. have difficulty with adaptive skills, |
|
|
|
Thurstone’s Seven Clusters of Abilities |
1)Verbal comprehension 2)Inductive reasoning 3)Word fluency 4) Spatial ability 5)Memory Perceptual 6)speed 7)Numerical |
|
|
|
Howard Gardner’s Eight Intelligences |
1)Visual/Spatial 2)Verbal/Linguistic 3)Logical/Mathematical 4)Bodily/Kinesthetic 5) Musical 6) Interpersonal 7)Intrapersonal 8)Naturalist |
|
|
|
Analytical intelligence: |
solving a well-defined problem with a single answer |
|
|
|
Practical intelligence: |
expertise and talent that help to complete the tasks and manage the complex challenges of everyday life |
|
|
|
Creative intelligence: |
generating new ideas to help adapt to novel situations |
|
|
|
Creativity refers to |
the ability to produce ideas that are novel and valuable. |
|
|
|
Convergent thinking |
is a left-brain activity involving zeroing in on a single correct answer. |
|
|
|
Creativity uses divergent thinking which is...? |
he ability to generate new ideas, new actions, and multiple options and answers. |
|
|
|
Robert Sternberg’s Five Components of Creativity |
1)Creative environment 2) Venturesome personality: 3)Intrinsic motivation 4)Expertise: 5)Imaginative thinking |
|
|
|
Social intelligence refers to |
the ability to understand and navigate social situations. |
|
|
|
Emotional intelligence |
involves processing and managing the emotional component of those social situations, including one’s own emotions. |
|
|
|
Components of Emotional Intelligence |
Perceiving emotions,Understanding emotions,Managing emotions,Using emotions |
|
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|
What is Memory? |
Learning that has persisted over time |
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Three behaviors show that memory is functioning |
Recall (fill in the blank) Recognition (is a form of “multiple choice.”) Relearning (less work to learn what you already learned) |
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The Briefest Form of Memory Storage: |
Sensory Memory |
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|
What is intelligence define as? |
the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
|
|
|
Achievement tests |
measure what you already have learned. Examples include a literacy test, a driver’s license exam, and a final exam in a psychology course. |
|
|
|
Aptitude tests |
attempt to predict your ability to learn new skills. |
|
|
|
Charles Spearman (1863-1945) |
performed a factor analysis* of different skills and found that people who did well in one area also did well in another. Spearman speculated that these people had a high “g” (general intelligence). |
|
|
|
Principles of Test Construction |
standardized reliable .valid. |
|
|
|
what does standardization mean? |
defining the meaning of scores based on a comparison with the performance of others who have taken the test before. |
|
|
|
Comparing your score to this standard set of scores: |
if you score higher than 50 percent of people, you your IQ is 100. |
|
|
|
The Flynn Effect: |
Performance on intelligence tests has improved over |
|
|
|
A test or other measuring tool is ____ when it generates consistent results. |
reliable |
|
|
|
test or measure has ____ if it accurately measures what it is supposed to measure. |
validity |
|
|
|
Fluid intelligence refers to the ability what? |
to think quickly and abstractly. |
|
|
|
Crystallized intelligence refers to |
accumulated wisdom, knowledge, expertise, and vocabulary . |
|
|
|
“Intellectual disability” refers to people who |
have an IQ around 70 or below. have difficulty with adaptive skills, |
|
|
|
Thurstone’s Seven Clusters of Abilities |
1)Verbal comprehension 2)Inductive reasoning 3)Word fluency 4) Spatial ability 5)Memory Perceptual 6)speed 7)Numerical |
|
|
|
Howard Gardner’s Eight Intelligences |
1)Visual/Spatial 2)Verbal/Linguistic 3)Logical/Mathematical 4)Bodily/Kinesthetic 5) Musical 6) Interpersonal 7)Intrapersonal 8)Naturalist |
|
|
|
Analytical intelligence: |
solving a well-defined problem with a single answer |
|
|
|
Practical intelligence: |
expertise and talent that help to complete the tasks and manage the complex challenges of everyday life |
|
|
|
Creative intelligence: |
generating new ideas to help adapt to novel situations |
|
|
|
Creativity refers to |
the ability to produce ideas that are novel and valuable. |
|
|
|
Convergent thinking |
is a left-brain activity involving zeroing in on a single correct answer. |
|
|
|
Creativity uses divergent thinking which is...? |
he ability to generate new ideas, new actions, and multiple options and answers. |
|
|
|
Robert Sternberg’s Five Components of Creativity |
1)Creative environment 2) Venturesome personality: 3)Intrinsic motivation 4)Expertise: 5)Imaginative thinking |
|
|
|
Social intelligence refers to |
the ability to understand and navigate social situations. |
|
|
|
Emotional intelligence |
involves processing and managing the emotional component of those social situations, including one’s own emotions. |
|
|
|
Components of Emotional Intelligence |
Perceiving emotions,Understanding emotions,Managing emotions,Using emotions |
|
|
|
What is Memory? |
Learning that has persisted over time |
|
|
|
Three behaviors show that memory is functioning |
Recall (fill in the blank) Recognition (is a form of “multiple choice.”) Relearning (less work to learn what you already learned) |
|
|
|
The Briefest Form of Memory Storage: |
Sensory Memory |
|
|
|
Iconic Memory |
A fleeting photographic memory |
How many of the letters can you remember? Sperling’s Iconic Memory Experiment Sperling flashed letters on a screen for 1/20th of a second. |
|
|
Working Memory (Short-term Memory) |
Active processing of information Associates new and old information Solves problems |
|
|
|
we have a limited capcaccity how many bits of information can we hold |
+/- 2 and it better for random digits like phone numbers |
|
|
|
Automatic processing is the |
unconscious encoding of information about space, time, frequency, and well-learned information. |
|
|
|
Effortful processing |
is encoding that requires attention and conscious effort (i.e., rehearsal |
|
|
|
Spacing Effect |
information is retained better when rehearsal is distributed over time. |
|
|
|
What is intelligence define as? |
the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
|
|
|
Achievement tests |
measure what you already have learned. Examples include a literacy test, a driver’s license exam, and a final exam in a psychology course. |
|
|
|
Aptitude tests |
attempt to predict your ability to learn new skills. |
|
|
|
Charles Spearman (1863-1945) |
performed a factor analysis* of different skills and found that people who did well in one area also did well in another. Spearman speculated that these people had a high “g” (general intelligence). |
|
|
|
Principles of Test Construction |
standardized reliable .valid. |
|
|
|
what does standardization mean? |
defining the meaning of scores based on a comparison with the performance of others who have taken the test before. |
|
|
|
Comparing your score to this standard set of scores: |
if you score higher than 50 percent of people, you your IQ is 100. |
|
|
|
The Flynn Effect: |
Performance on intelligence tests has improved over |
|
|
|
A test or other measuring tool is ____ when it generates consistent results. |
reliable |
|
|
|
test or measure has ____ if it accurately measures what it is supposed to measure. |
validity |
|
|
|
Fluid intelligence refers to the ability what? |
to think quickly and abstractly. |
|
|
|
Crystallized intelligence refers to |
accumulated wisdom, knowledge, expertise, and vocabulary . |
|
|
|
“Intellectual disability” refers to people who |
have an IQ around 70 or below. have difficulty with adaptive skills, |
|
|
|
Thurstone’s Seven Clusters of Abilities |
1)Verbal comprehension 2)Inductive reasoning 3)Word fluency 4) Spatial ability 5)Memory Perceptual 6)speed 7)Numerical |
|
|
|
Howard Gardner’s Eight Intelligences |
1)Visual/Spatial 2)Verbal/Linguistic 3)Logical/Mathematical 4)Bodily/Kinesthetic 5) Musical 6) Interpersonal 7)Intrapersonal 8)Naturalist |
|
|
|
Analytical intelligence: |
solving a well-defined problem with a single answer |
|
|
|
Practical intelligence: |
expertise and talent that help to complete the tasks and manage the complex challenges of everyday life |
|
|
|
Creative intelligence: |
generating new ideas to help adapt to novel situations |
|
|
|
Creativity refers to |
the ability to produce ideas that are novel and valuable. |
|
|
|
Convergent thinking |
is a left-brain activity involving zeroing in on a single correct answer. |
|
|
|
Creativity uses divergent thinking which is...? |
he ability to generate new ideas, new actions, and multiple options and answers. |
|
|
|
Robert Sternberg’s Five Components of Creativity |
1)Creative environment 2) Venturesome personality: 3)Intrinsic motivation 4)Expertise: 5)Imaginative thinking |
|
|
|
Social intelligence refers to |
the ability to understand and navigate social situations. |
|
|
|
Emotional intelligence |
involves processing and managing the emotional component of those social situations, including one’s own emotions. |
|
|
|
Components of Emotional Intelligence |
Perceiving emotions,Understanding emotions,Managing emotions,Using emotions |
|
|
|
What is Memory? |
Learning that has persisted over time |
|
|
|
Three behaviors show that memory is functioning |
Recall (fill in the blank) Recognition (is a form of “multiple choice.”) Relearning (less work to learn what you already learned) |
|
|
|
The Briefest Form of Memory Storage: |
Sensory Memory |
|
|
|
Iconic Memory |
A fleeting photographic memory |
How many of the letters can you remember? Sperling’s Iconic Memory Experiment Sperling flashed letters on a screen for 1/20th of a second. |
|
|
Working Memory (Short-term Memory) |
Active processing of information Associates new and old information Solves problems |
|
|
|
we have a limited capcaccity how many bits of information can we hold |
+/- 2 and it better for random digits like phone numbers |
|
|
|
Automatic processing is the |
unconscious encoding of information about space, time, frequency, and well-learned information. |
|
|
|
Effortful processing |
is encoding that requires attention and conscious effort (i.e., rehearsal |
|
|
|
Spacing Effect |
information is retained better when rehearsal is distributed over time. |
|
|
|
Explicit (Declarative) Memory |
Memory of facts and general knowledge Memory of personally experienced events Memory that can be consciously recalled |
Amnesia patient H.M. was unable to form new explicit memories. He couldn’t recall new events or facts in his life such as spending time on lessons with researchers. |
|
|
Implicit (Nondeclarative) Memory |
Retention independent of conscious recollection Processed by cerebellum and other brain areasMotor and cognitive skills |
Amnesia patient H.M. retained implicit memory. He could learn new skills such as copying a picture using a mirror. |
|
|
Infantile Amnesia |
implicit memory from infancy can be retained, including skills and conditioned responses. However, explicit memories, our recall for episodes, only goes back to about age 3 for most people. |
This nearly 3-year “blank” in our |
|
|
Emotion and Memory |
Excitement, stress, or strong emotion can strengthen memories. Stronger memory in response to emotional situations is adaptive. |
|
|
|
Flashbulb Memories |
Flashbulb memories are clear, detailed memories of emotionally significant events. |
|
|
|
Emotional Memor |
Can be persistent Heightens the body’s stress response |
|
|
|
Retrograde amnesia |
refers to an inability to retrieve memory of the past. |
|
|
|
Anterograde amnesia refers to an |
inability to form new long-term declarative/ explicit memories. |
|
|
|
Encoding Failure |
information is never encoded into long-term memory. |
|
|
|
Storage Decay |
Memories decay gradually if they are not used. |
|
|
|
Retrieval Failure |
Tip-of-the-tongue phenomenon Interference Motivated forgetting |
|
|
|
Proactive Interference |
Forward acting The disruptive effect of prior learning on the recall of new information |
A friend’s email address that was learned long ago may interfere with learning the new email address. |
|
|
Retroactive Interference |
Backward acting The disruptive effect of new learning on the recall of old information |
Learning a password for a new bank card can disrupt recall of the password for your existing ATM card. |
|
|
Motivated Forgetting |
Repression - Freudian defense mechanism that banishes an anxiety-producing memory from consciousness |
|
|
|
Problem solving refers |
to the thinking we do in order to answer a complex question or to figure out how to resolve an unfavorable situation. |
|
|
|
what are the types of ways we problem solve |
trial and error,algorithms,heuristics,insight |
|
|
|
Confirmation bias refers to |
our tendency to search for information which confirms our current theory, disregarding contradictory evidence |
|
|
|
We use the availability heuristic when |
we estimate the likelihood of an event based on how much it stands out in our mind, that is, how much it’s available |
thinking that winning at a slot machine is likely because we vividly recall the times we’ve won before (thanks to bells, lights, and flowing coins) |
|
|
Framing is |
the focus, emphasis, or perspective that affects our judgments and decisions. |
work 95 percent of the time? fail 5 percent of the time? |
|
|
What is intelligence define as? |
the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. |
|
|
|
Achievement tests |
measure what you already have learned. Examples include a literacy test, a driver’s license exam, and a final exam in a psychology course. |
|
|
|
Aptitude tests |
attempt to predict your ability to learn new skills. |
|
|
|
Charles Spearman (1863-1945) |
performed a factor analysis* of different skills and found that people who did well in one area also did well in another. Spearman speculated that these people had a high “g” (general intelligence). |
|
|
|
Principles of Test Construction |
standardized reliable .valid. |
|
|
|
what does standardization mean? |
defining the meaning of scores based on a comparison with the performance of others who have taken the test before. |
|
|
|
Comparing your score to this standard set of scores: |
if you score higher than 50 percent of people, you your IQ is 100. |
|
|
|
The Flynn Effect: |
Performance on intelligence tests has improved over |
|
|
|
A test or other measuring tool is ____ when it generates consistent results. |
reliable |
|
|
|
test or measure has ____ if it accurately measures what it is supposed to measure. |
validity |
|
|
|
Fluid intelligence refers to the ability what? |
to think quickly and abstractly. |
|
|
|
Crystallized intelligence refers to |
accumulated wisdom, knowledge, expertise, and vocabulary . |
|
|
|
“Intellectual disability” refers to people who |
have an IQ around 70 or below. have difficulty with adaptive skills, |
|
|
|
Thurstone’s Seven Clusters of Abilities |
1)Verbal comprehension 2)Inductive reasoning 3)Word fluency 4) Spatial ability 5)Memory Perceptual 6)speed 7)Numerical |
|
|
|
Howard Gardner’s Eight Intelligences |
1)Visual/Spatial 2)Verbal/Linguistic 3)Logical/Mathematical 4)Bodily/Kinesthetic 5) Musical 6) Interpersonal 7)Intrapersonal 8)Naturalist |
|
|
|
Analytical intelligence: |
solving a well-defined problem with a single answer |
|
|
|
Practical intelligence: |
expertise and talent that help to complete the tasks and manage the complex challenges of everyday life |
|
|
|
Creative intelligence: |
generating new ideas to help adapt to novel situations |
|
|
|
Creativity refers to |
the ability to produce ideas that are novel and valuable. |
|
|
|
Convergent thinking |
is a left-brain activity involving zeroing in on a single correct answer. |
|
|
|
Creativity uses divergent thinking which is...? |
he ability to generate new ideas, new actions, and multiple options and answers. |
|
|
|
Robert Sternberg’s Five Components of Creativity |
1)Creative environment 2) Venturesome personality: 3)Intrinsic motivation 4)Expertise: 5)Imaginative thinking |
|
|
|
Social intelligence refers to |
the ability to understand and navigate social situations. |
|
|
|
Emotional intelligence |
involves processing and managing the emotional component of those social situations, including one’s own emotions. |
|
|
|
Components of Emotional Intelligence |
Perceiving emotions,Understanding emotions,Managing emotions,Using emotions |
|
|
|
What is Memory? |
Learning that has persisted over time |
|
|
|
Three behaviors show that memory is functioning |
Recall (fill in the blank) Recognition (is a form of “multiple choice.”) Relearning (less work to learn what you already learned) |
|
|
|
The Briefest Form of Memory Storage: |
Sensory Memory |
|
|
|
Iconic Memory |
A fleeting photographic memory |
How many of the letters can you remember? Sperling’s Iconic Memory Experiment Sperling flashed letters on a screen for 1/20th of a second. |
|
|
Working Memory (Short-term Memory) |
Active processing of information Associates new and old information Solves problems |
|
|
|
we have a limited capcaccity how many bits of information can we hold |
+/- 2 and it better for random digits like phone numbers |
|
|
|
Automatic processing is the |
unconscious encoding of information about space, time, frequency, and well-learned information. |
|
|
|
Effortful processing |
is encoding that requires attention and conscious effort (i.e., rehearsal |
|
|
|
Spacing Effect |
information is retained better when rehearsal is distributed over time. |
|
|
|
Explicit (Declarative) Memory |
Memory of facts and general knowledge Memory of personally experienced events Memory that can be consciously recalled |
Amnesia patient H.M. was unable to form new explicit memories. He couldn’t recall new events or facts in his life such as spending time on lessons with researchers. |
|
|
Implicit (Nondeclarative) Memory |
Retention independent of conscious recollection Processed by cerebellum and other brain areasMotor and cognitive skills |
Amnesia patient H.M. retained implicit memory. He could learn new skills such as copying a picture using a mirror. |
|
|
Infantile Amnesia |
implicit memory from infancy can be retained, including skills and conditioned responses. However, explicit memories, our recall for episodes, only goes back to about age 3 for most people. |
This nearly 3-year “blank” in our |
|
|
Emotion and Memory |
Excitement, stress, or strong emotion can strengthen memories. Stronger memory in response to emotional situations is adaptive. |
|
|
|
Flashbulb Memories |
Flashbulb memories are clear, detailed memories of emotionally significant events. |
|
|
|
Emotional Memor |
Can be persistent Heightens the body’s stress response |
|
|
|
Retrograde amnesia |
refers to an inability to retrieve memory of the past. |
|
|
|
Anterograde amnesia refers to an |
inability to form new long-term declarative/ explicit memories. |
|
|
|
Encoding Failure |
information is never encoded into long-term memory. |
|
|
|
Storage Decay |
Memories decay gradually if they are not used. |
|
|
|
Retrieval Failure |
Tip-of-the-tongue phenomenon Interference Motivated forgetting |
|
|
|
Proactive Interference |
Forward acting The disruptive effect of prior learning on the recall of new information |
A friend’s email address that was learned long ago may interfere with learning the new email address. |
|
|
Retroactive Interference |
Backward acting The disruptive effect of new learning on the recall of old information |
Learning a password for a new bank card can disrupt recall of the password for your existing ATM card. |
|
|
Motivated Forgetting |
Repression - Freudian defense mechanism that banishes an anxiety-producing memory from consciousness |
|
|
|
Problem solving refers |
to the thinking we do in order to answer a complex question or to figure out how to resolve an unfavorable situation. |
|
|
|
what are the types of ways we problem solve |
trial and error,algorithms,heuristics,insight |
|
|
|
Confirmation bias refers to |
our tendency to search for information which confirms our current theory, disregarding contradictory evidence |
|
|
|
We use the availability heuristic when |
we estimate the likelihood of an event based on how much it stands out in our mind, that is, how much it’s available |
thinking that winning at a slot machine is likely because we vividly recall the times we’ve won before (thanks to bells, lights, and flowing coins) |
|
|
Framing is |
the focus, emphasis, or perspective that affects our judgments and decisions. |
work 95 percent of the time? fail 5 percent of the time? |
