General Psych Exam 2: Ch 5,6,8

Front 1

Sensation

Back 1

process by which our sensory receptors and nervous system represent stimulus energy from the environment

Front 2

Perception

Back 2

process by which our brain organizes and interprets sensory information, transforming it into meaningful objects and events

Front 3

top down processing

Back 3

information processing guided by higher level mental processes, as when we construct perceptions drawing on our experience and expectations

Front 4

bottom up processing

Back 4

analysis that begins with the sensory receptors and works up to the brain's integration of sensory information

Front 5

absolute threshold

Back 5

the minimum stimulation needed to detect stimuli 50% of the time

Front 6

subliminal threshold

Back 6

stimuli that you cannot detect 50% of the time, below your absolute threshold.

Front 7

prime stimuli

Back 7

an unnoticed image or word that can briefly prime your response to a later question. (Angry face and then ask if next slide is angry person)

Front 8

difference threshold

Back 8

minimum difference a person can detect between two stimuli half of the time. We experience the threshold as a just noticeable difference

Front 9

sensory adaption

Back 9

reduced sensitivity in response to constant stimulation

Front 10

perceptual set

Back 10

mental predisposition to perceive one thing and not another

Front 11

context effect

Back 11

how the context of something changes the way we perceive things. Sad music affecting the words we hear. I.E. Mourning or morning, dye or die, pain or pane. A pursuing dog in a contextual large room.

Front 12

Factors that influence perception

Back 12

emotions and motivations

Front 13

rods of the eye

Back 13

retinal receptors that detect black, white, and gray, necessary for peripheral and twilight vision

Front 14

cones of the eye

Back 14

retinal receptor cells that are concentrated near the center of the retina. in daylight or well lit conditions, cones detect fine detail and color sensations

Front 15

size and shape constancy

Back 15

perceiving a familiar object as constant even as our brain is receiving changing images(an opening door) size constancy due to linear perception(moon by horizon vs in the high sky)

Front 16

Gestalt

Back 16

an organized whole, our tendency to organize pieces of information into a meaningful whole

Front 17

Pavlov

Back 17

Studied the associated stimuli of a neutral stimulus(tone, bell, sound etc) with food will cause a dog to salivate with just the tone

Front 18

Skinner

Back 18

that people are shaped by external influences and not internal thoughts and feelings.

Front 19

Classical Conditioning

Back 19

NS = Neutral Stimulus US = Unconditioned Stimulus UR = Unconditioned Response CS = Conditioned Stimulus CR = Conditioned Response

Front 20

Acquisition

Back 20

When we link a neutral stimulus(NS) with a unconditioned stimulus(US) Ex. Tone with food

Front 21

Extinction

Back 21

a drop off when a conditioned stimulus(CS)[Tone] no longer signals the arrival of Unconditioned Stimulus (US), tone no longer is followed by food.

Front 22

spontaneous recovery

Back 22

reappearance, after a pause, of an extinguished conditioned response

Front 23

generalization

Back 23

tendency to respond similarly to a stimuli that resembles the Conditioned stimulus(CS)

Front 24

discrimination

Back 24

ability to distinguish between a Conditioned Stimulus(CS) and other irrelevant stimuli

Front 25

operant conditioning

Back 25

behavior is controlled by consequences, either good or bad

Front 26

positive reinforcement

Back 26

increases behavior by presenting positive stimuli, such as food.

Front 27

negative reinforcement

Back 27

decreases behavior through negative reinforcement by STOPPING a negative stimuli such as a shock. Negative reinforcement is NOT Punishment. (The dad gave in to the child's whining)

Front 28

Punishment

Back 28

is any consequence that decreases the behavior it follows

Front 29

Law of effect

Back 29

any behavior that is followed by pleasant consequences is likely to be repeated, and any behavior followed by unpleasant consequences is likely to be stopped.

Front 30

shaping

Back 30

reinforcing through a series of steps until the final behavior is reached

Front 31

Primary reinforcer

Back 31

something you can enjoy right away (candy)

Front 32

Secondary reinforcer

Back 32

something you can store up to use later for a primary reinforcer (money)

Front 33

Delayed reinforcer

Back 33

a reinforcer that comes well after the behavior

Front 34

Intermittent(partial) reinforcement

Back 34

sometimes enforced, sometimes not. Hope springs eternal, giving into a tantrum occasionally for some peace and quiet. best way to make behavior persist.

Front 35

immediate reinforcement

Back 35

rat pushes bar, gets food

Front 36

delayed reinforcer

Back 36

paycheck

Front 37

Intrinsic motivation

Back 37

Intrinsic motivation is defined as performing an action or behavior because you enjoy the activity itself.

Front 38

extrinsic motivation

Back 38

extrinsic motivation is done for the sake of some external outcome, the inspiration for acting on intrinsic motivation can be found in the action itself

Front 39

observational learning

Back 39

factor in which higher animals learn without direct experience, by watching and imitating others

Front 40

vicarious reinforcement or punishment

Back 40

we learn to anticipate a behaviors consequence in situations like those we are observing.

Front 41

cognition

Back 41

all mental activities associated with thinking, knowing, remembering, and communicating

Front 42

algorithms

Back 42

methodical, logical rule or procedure that guarantees you will solve a particular problem

Front 43

heuristics

Back 43

simple thinking strategy that often allows you to make judgement's and solve problems efficiently, usually speedier but more error prone than algorithms

Front 44

confirmation bias

Back 44

tendency to search for info that supports our preconceptions and ignore or distort evidence that contradicts them

Front 45

fixation

Back 45

inability to see a problem from a new perspective, obstacle to problem solving

Front 46

framing

Back 46

the way an issue is posed; framing can significantly affect decisions and judgements

Front 47

Intuition

Back 47

effortless, immediate, automatic, feeling or thought as contrasted with explicit, conscious reasoning

Front 48

overconfidence

Back 48

tendency to be more confident than correct to overestimate the accuracy of our beliefs and judgements

Front 49

belief perseverance

Back 49

clinging to beliefs and ignoring evidence that proves they are wrong

Front 50

creativity

Back 50

the ability to produce new and valuable ideas

Front 51

convergent thinking

Back 51

narrows the available problem solutions to determine single best solution

Front 52

divergent thinking

Back 52

expands the number of possible problem solutions(creative thinking that diverge in different directions)

Front 53

babbling

Back 53

begins at 4 months stage in which an infant will spontaneously utter various sounds at first unrelated to language of household

Front 54

one word stage

Back 54

age 1-2. stage in development in which child speaks in mostly single words

Front 55

two word stage

Back 55

age 2, the stage in which a child speaks in mostly two word statements.

Front 56

telegraphic speech

Back 56

early speech stage in which a child speaks mostly like a telegram. -"go car"- mostly nouns and verbs

Front 57

Gardner's 8 types of intelligence

Back 57

Gardner views intelligence as multiple abilities that come in different packages.

Front 58

Sternberg's intelligence

Back 58

Analytica - School smarts

Creative intelligence - trailblazing, ability to generate novel ideas

Practical intelligence - street smarts, skill at handling everyday tasks

Front 59

Emotional intelligence

Back 59

the ability to perceive, understand, manage, and use emotions

Front 60

purpose of intelligence(aptitude) and achievement test's

Back 60

The purpose of intelligence(aptitude) tests is to measure the ability to learn

The purpose of achievement test's are to measure what people have already learned