Learning And Cognition Test

Front 1

Neutral Stimlus

Back 1

asdf

Front 2

Unconditional Stimulus

Back 2

food

Front 3

Unconditional Response

Back 3

drool/salivation

Front 4

Conditioned Stimulus

Back 4

bell

Front 5

Conditioned Response

Back 5

salivation/drool

Front 6

Ivan Pavlov

Back 6

believed that phychic sedetations to classical conditioning though unintentionally. A stimulus comes to elicit a response that it doesn't normally elicit.

Front 7

Acquisition

Back 7

It takes some number of paired trials for the learning or acquisition of a conditioned response

Front 8

Extinction

Back 8

the elimination of a learned response by removal of the unconditional stimulus conditional response reinforcement

Front 9

Stimulus Generalization

Back 9

the tendency to respond to a stimulus that is similar to the conditioned stimulus

Front 10

Discrimination

Back 10

the ability to distinguish between different stimuli.

Front 11

Operant Conditioning

Back 11

associate response with its consequence. behavior becomes more or less probable depending on its consequence

Front 12

Law of Effect

Back 12

response followed by positive outcomes are repeated whereas those follwed by negative outcomes or not.

Front 13

B.F. Skinner

Back 13

asdf

Front 14

Skinner Boxes

Back 14

asdf

Front 15

Positive Reinforcement

Back 15

providing a positive stimulus (studying earns a good grade)

Front 16

Negative Reinforcement

Back 16

removing an aversive stimulus (fastening our seatbelts to turn off the buzzer)

Front 17

Shaping

Back 17

encouraging a new behavior by reinforcing successive approximations (how trainers get animals to do new tricks)

Front 18

Extinction

Back 18

As in classical conditioning, failure to reward the learned behavior will eventually lead to cessation of that behavior

Front 19

Punishment

Back 19

A consequence that decreases the liklihood that behavior will occur again

Front 20

Positive Punisher

Back 20

providing an aversive stimulus (scolding a child, shocking a lab rat)

Front 21

Negative Punisher

Back 21

removing a positive stimulus (taking food away from a hungry rat)

Front 22

Primary Reinforcement

Back 22

stumli that are innately reinforcing

Front 23

Secondary Reinforcement

Back 23

stimuli that are rewarding because of their association with primary reinforcers.

Front 24

Memory

Back 24

the process in which memory is acquired, stored in the brain, retrieved, and possibly forgotten.

Front 25

Sensory Memory

Back 25

stores all the stimuli that register on the senses. lasts up to three seconds.

Front 26

Short-Term Memory

Back 26

conscious processing of information.

Front 27

Long-Term Memory

Back 27

Once information passes from sensory to short-term memory, it can be encoded into long-term memory.

Front 28

Iconic Memory

Back 28

visual - lasts .3 seconds

Front 29

Echoic Memory

Back 29

sensory memory that lasts 2-3 seconds

Front 30

Short Term Memory Limited Capacity

Back 30

limits what info comes under the spotlight of short-term memory at any given time.

Front 31

Chunking

Back 31

meaningful unit of information. Without rehersal, we remember 4+-2 chunks. With rehersal, we remember 7+-2 chunks.

Front 32

Levels of Processing

Back 32

semantic is more effective than visual or acoustic processing. (are words concrete or abstract? - semantic. words in uppercase or lowercase? - visual)

Front 33

Self-Referent Effect

Back 33

By viewing new info as relevant to the self, we consider that info more fully and are better able to recall it.

Front 34

Procedural (Implicit) Memory

Back 34

Memories of behaviors, skills, etc. Demonstrated through behavior.

Front 35

Declarative (Explicit) Memory

Back 35

Memories of facts. Eposodic - personal experiences tied to places and time. Semantic - general knowledge.

Front 36

Semantic Networks

Back 36

memories are stored in a complex web of association

Front 37

Retrieval

Back 37

process that controls flow of info from long-term to working memory store.

Front 38

Free Recall

Back 38

a type of elicit memory task in which a person must reproduce information without the benefit of external due

Front 39

Recognition Task

Back 39

a form of explicit memory task in which a person must reproduce information indirectly, by its effects on performance.

Front 40

Retrieval Failure

Back 40

tip-of-the-tongue effect

Front 41

Context Dependent Memory

Back 41

We are more sucessful at retrieving memories if we are in the same environment in which we stored them.

Front 42

State Dependent Memory

Back 42

We are more successful at retrieving memories if we are in the same mood as when we stored them

Front 43

Forgetting

Back 43

lack of encoding - often, we don't even encode the features necessary to remember and object/event

Front 44

Methods of Improving Memory

Back 44

Practice Time (distribute studying over time), Depth of Processing (spend quality time studying), Verbal Memories (use rhyming or acronyms to reduce the amount of info to be stored)

Front 45

Intelligence

Back 45

capacity to learn from experience and adapt successfully to one's environment.

Front 46

Francis Galton

Back 46

believed intelligence was inherited. based on muscular strength, size of your head, speed of reacting to signals, ability to defect slight differences

Front 47

Binet Simon Scale

Back 47

Assigned mental age based on number of items correct.

Front 48

Stanford Binet

Back 48

added items suitable to adults

Front 49

Wechsler Scales

Back 49

intelligence is the global capacity to act purposefully, to think rationally, and to deal effectively with the environment.

Front 50

Standardization

Back 50

the procedure by which existing norms are used to interpret an individual's test score

Front 51

Reliability

Back 51

the degree to which test gives consistent results

Front 52

Validity

Back 52

does the test measure what it claims to measure

Front 53

Spearman's G Factor

Back 53

proposed that general intelligence underlies all mental abilities

Front 54

Thurstone's Primary Mental Abilities

Back 54

7 factors which correlate but not enough to represent 1 underlying factor

Front 55

Triarchic Theory of Intelligence

Back 55

analytical (the mental steps of 'components' used to solve problems - traditional IQ tests). creative (intellectual and motivational processes that lead to novel solutions, ideas, artistic forms, or products), practical (the ability to size up new situations and adapt to real life situations)

Front 56

Gardener's "Frames of Mind"

Back 56

Linguistic (verbal aptitude), Logical-Mathematical (mathematical aptitude), Spatial (ability to visualize objects), Musical (ability to appreciate the tonal qualities of sound, compose, and play), Bodily Kinesthetic (ability to control movement), Interpersonal (ability to understand people), Intrapersonal (ability ot understand oneself)

Front 57

Mental Retardation

Back 57

IQ below 70. Difficulties with self care, school/work, social relationships

Front 58

Cultural-Familial

Back 58

inadequate mental stimulation. Poor diet, little or no medical care

Front 59

Genetic Defects

Back 59

Down's Syndrome

Front 60

Brain Damage

Back 60

fetal alcohol syndrome, hypoxia