Psyc 101 Exam 3

Front 1

A systematic procedure through which associations and responses to specific stimuli are learned.

Back 1

Conditioning

Front 2

Automatic behavior that occurs involuntarily in response to a stimulus, without prior learning, and usually shows little variability from one instance to another.

Back 2

Reflex

Front 3

Conditioning process in which an originally neutral stimulus, through repeated pairing with a stimulus that naturally elicits a response, comes to elicit a similar or even identical response.

Back 3

Classical Conditioning (Pavlovian Conditioning)

Front 4

A stimulus that normally produces an involuntary response.

Back 4

Unconditioned stimulus

Front 5

An unlearned or involuntary response to an unconditioned stimulus.

Back 5

Unconditioned response

Front 6

A neutral stimulus that through repeated association with an unconditioned stimulus, begins to elicit a conditioned response.

Back 6

Conditioned stimulus

Front 7

The response elicited by a conditioned stimulus.

Back 7

Conditioned response

Front 8

The process by which a neutral stimulus takes on conditioned properties through pairing with a conditioned stimulus.

Back 8

Higher-order conditioning

Front 9

The procedure of withholding the unconditioned stimulus and presenting the conditioned stimulus alone, which gradually reduces the probability that the conditioned response will occur. (conditioned stimulus no longer elicits the unconditional response)

Back 9

Extinction

Front 10

The process by which a conditioned response becomes associated with a stimulus that is similar but not identical to the original conditioned stimulus. (white fuzzy objects such as rabbit and cotton still elicit fear that was elicited for white rat)

Back 10

Stimulus Generalization

Front 11

The process by which an organism learns to respond only to a specific stimulus and not other similar stimuli.

Back 11

Stimulus discrimination

Front 12

John Garcia gave animals specific foods and drinks and then induced nausea and found that after that pairing the animals avoided the food or drink that preceded the nausea; The Garcia Effect

Back 12

Conditioned taste aversion

Front 13

Conditioning in which an increase or decrease in the probability that a behavior will recur is affected by the delivery of reinforcement or punishment as a consequence of the behavior.

Back 13

Operant Conditioning

Front 14

Any event that increases the probability of a recurrence of the response that preceded it.

Back 14

Reinforcer

Front 15

Presentation of a stimulus after a particular response in order to increase the likelihood that the response will recur.

Back 15

Positive Reinforcement

Front 16

Removal of an unpleasant stimulus after a particular response in order to increase the likelihood that the response will recur.

Back 16

Negative Reinforcement

Front 17

Selective reinforcement of behaviors that gradually come closer to a desired response.

Back 17

Shaping

Front 18

A schedule of reinforcement in which a reinforcer (reward) is delivered after a specified interval of time, provided that the required response occurs at lease once in the interval.

Back 18

Fixed-interval schedule

Front 19

A schedule of reinforcement in which a reinforcer (reward) is delivered after a predetermined but varying amounts of time, provided that the required response occurs at least once.

Back 19

Variable-interval schedule

Front 20

A schedule of reinforcement in which a reward is delivered after a specified number of responses has occurred.

Back 20

Fixed-ratio schedule

Front 21

A schedule of reinforcement in which a reward is delivered after a predetermined but variable number of responses has occurred. (best reinforcement schedule to use)

Back 21

Variable-ratio schedule

Front 22

In operant conditioning, the process by which the probability of an organisms emitting a response is reduced when reinforcement no longer follows the response.

Back 22

Extinction

Front 23

Bandura's theory that suggests that organisms learn new responses by observing the behavior of a model and imitating it

Back 23

Social Learning Theory aka Observational learning theory

Front 24

The process in which an observer matches his or her behavior to that of the model through an internal representation of the behavior, which is stored in symbolic form.

Back 24

Modeling

Front 25

Mental representations (internal) that enable people to navigate from a starting point to an unseen destination.

Back 25

Cognitive Maps

Front 26

What are the three stages of memory?

Back 26

encoding
storage
retrieval

Front 27

The organization of sensory information so that the nervous system can process it.

Back 27

Encoding

Front 28

Theory of memory that suggests that the brain encodes and processes stimuli (info) in different extents, and at different levels. (how info is processed determines how it will be stored for later retrieval)

Back 28

Levels-of-processing approach

Front 29

Processing of info that is similar for both encoding and retrieval of the info.

Back 29

Transfer-appropriate processing

Front 30

The principle that the effectiveness of a specific retrieval cue depends on how well it matches up with the originally encoded info.

Back 30

Encoding specificity principle

Front 31

The process of maintaining or keeping info readily available, as well as the locations where info is held

Back 31

Storage

Front 32

What are the three types of Memory storage?

Back 32

sensory
short-term
long-term

Front 33

The mechanism that performs initial encoding of sensory stimuli and provides brief storage of them (holds memory the shortest)

Back 33

Sensory memory

Front 34

How many items can be held in short-term memory?

Back 34

7 items (George Miller)

Front 35

Grouping of info to make it easier to remember. (Manageable and meaningful units of info organized in a familiar way for easy encoding, storage, and retrieval)

Back 35

Chunking (Chunks)

Front 36

The number of items that a person can reproduce form short term memory usually consisting of one or two chunks.

Back 36

Memory Span

Front 37

The process of repeatedly saying, thinking, or otherwise acting on or transforming info in order to keep that info active in memory.

Back 37

Reharsal

Front 38

Repetitive review of info with little or no interpretation. ex. repeating a phone number long enough to dial it

Back 38

Maintenance rehearsal

Front 39

Rehearsal involving repetition and analysis in which a stimulus may be associated with other info and further processed. (shopper attempts to remember things by organizing them according to a recipe)

Back 39

Elaborate rehearsal

Front 40

The storage mechanism that keeps a relatively permanent record of information.

Back 40

Long-term memory

Front 41

Memory for skills, including perceptual, motor, and cognitive skills required to complete complex tasks (in steps) ex. driving a manual car

Back 41

Procedural memory

Front 42

Memory for specific information

Back 42

Declarative memory

Front 43

Memory for specific personal events and situations tagged with info about time.ex. seeing a movie last night, or being on vacation two summers ago.

Back 43

Episodic Memory

Front 44

Memory for ideas, rules, words, and general concepts about the world (non-time specific). ex. how to write an expressive poem about love

Back 44

Semantic Memory

Front 45

What area of the brain results in no new formation of long-term memories if damaged?

Back 45

Hippocampus

Front 46

Practice is most effective when done in ____ bursts?

Back 46

Short

Front 47

The process of changing temporary memory to permanent memory.

Back 47

Consolidation (Hebb)

Front 48

The process by which stored information is recovered form memory.

Back 48

Retrieval

Front 49

recall in which participants may recall items in any order. ex. a grocery list.

Back 49

Free recall

Front 50

Recall that is more difficult because the items must be recalled in the order in which they were presented. ex. recalling the digits in a telephone number

Back 50

Serial recall

Front 51

Recall in which participants must learn the association of items in pairs and be able to produce the second item in each pair when cued with the first item. ex. tree and shoe paired, if tree is shown response would be shoe.

Back 51

Paired associate recall

Front 52

The tendency to recall info learned while in a particular physiological or emotional state most accurate when one is again in that state. If you study drunk, you should take the test drunk too.

Back 52

State-dependent learning

Front 53

Loss of information form memory as a result of disuse and the passage of time.

Back 53

Decay

Front 54

A decrease in accurate recall of information as a result of the effects of previously learned or presented information. (old info messes with new info)

Back 54

Proactive interference

Front 55

A decrease in accurate recall of information as a result of the subsequent presentation of different information

Back 55

Retroactive interference

Front 56

people are presented with the names of colors printed in different colored inks. when color of word doesn't match the word its harder to pay attention to the word than if the name of color were just black.

Back 56

Stroop effect

Front 57

Inability to remember events and experiences that preceded a blow to the head or other event causing brain damage. (cant remember info before an accident)

Back 57

Retrograde amnesia

Front 58

Inability to remember events and experiences that occur after brain damage; the inability to form new memories

Back 58

Anterograde amnesia

Front 59

The study of the related phenomena of perception, learning, memory, and thought, with an emphasis on how people attend to, acquire, transform, store, and retrieve knowledge.

Back 59

Cognitive psychology

Front 60

A mental category people use to classify events or objects according to their common properties or features. ex. objects with four wheels, a seat and a steering wheel are "automobiles"

Back 60

Concept

Front 61

The behavior of individuals when confronted with a situation or task that requires insight or determination of some unknown elements.

Back 61

Problem solving

Front 62

A procedure for solving a problem by implementing a set of rules over and over again until the solution is found to guarantee a correct solution.ex. cant remember last digit of a phone number so you try them all until you find the right one

Back 62

Algorithm

Front 63

Who dealt with problem solving?

Back 63

Duncker

Front 64

Sets of strategies that serve as flexible guidelines for discovery-oriented problem solving.ex. Coach's use this by evaluating performance and deciding to make different plays for a better chance to win.

Back 64

Heuristic problem solving

Front 65

The inability to see that an object can have a function other than its usual one.

Back 65

Functional fixedness

Front 66

Reasoning in which a speaker compares two similar cases and infers that what is true for the first case is also true for the second.

Back 66

Analogical Reasoning

Front 67

Expert problem solvers have what kind of knowledge?

Back 67

Domain specific knowledge

Front 68

The belief that the chances of an events occurring increase if the event has not recently occurred. ex. play the lottery all the time but you feel like your chances are increasing every time you don't win.

Back 68

Gambler's fallacy

Front 69

What hemisphere of the brain is responsible for language functions?

Back 69

Left hemisphere

Front 70

The branch of computer science concerned with making a computer behave like a human being, especially in reasoning abilities.

Back 70

Artificial Intelligence

Front 71

Responsible for brain's ability to process information in a number of locations simultaneously.

Back 71

Neural Networks

Front 72

What is a system of symbols, usually words that have a meaning?

Back 72

Language

Front 73

The study of how the social context in which words are used affects their meaning.

Back 73

Pragmatics

Front 74

The study of the patterns and distribution of speech sounds in a language and the rules for their pronunciation

Back 74

Phonology

Front 75

A basic unit of sound that combines with others to compose the words in a language. ex. th in these

Back 75

Phoneme

Front 76

A basic unit of meaning in a language, and consist of one or more basic sounds. ex. d and o from do or a baby saying ma ma for mom

Back 76

Morpheme

Front 77

____ are predisposed to learn language?

Back 77

Children

Front 78

Whose vocabulary is more receptive and greater than their generative (productive) vocabulary (can hear it but can not talk it)

Back 78

Young children

Front 79

The age at which children of average ability can function intellectually.

Back 79

Mental Age

Front 80

What was Spearman's two factor theory of intelligence?

Back 80

general - affects all tasks
specific - associated with specific tasks
together they were said to be necessary for successful performance of any task

Front 81

The statistical procedure designed to discover the independent elements or factors in any set of data.

Back 81

Factor Analysis

Front 82

What are the three dimensions of Sternberg's theory of successful intelligence?

Back 82

analytic
practical
creative

Front 83

The dimension of intelligence involved in one's ability to solve problems where there is only one right answer.

Back 83

Analytic intelligence

Front 84

The dimension of intelligence that has to do with a persons application of his or her experiences in the external world and with everyday tasks.

Back 84

Practical intelligence

Front 85

The dimension of intelligence that has to do with the ability to deal with novel (new) situations and to think about solutions in new ways.

Back 85

Creative intelligence

Front 86

A test score that simply gives the number of correct answers not converted or transformed in any way.

Back 86

Raw Score

Front 87

A score indicating what percentage of the population taking a test obtained a lower score. ex. 90th percentile means 90% scored below you.

Back 87

Percentile Score

Front 88

A score that expresses an individual's position in relation to those of other test takers, based on the mean score and on how scores are distributed around it.

Back 88

Standard Score

Front 89

Larger families have children with ____ IQ scores.

Back 89

Lower IQ scores

Front 90

The tendency for people to do really well or really bad on a tests (they correlate with each other).

Back 90

Positive Manifold

Front 91

The ability to learn new things.

Back 91

Fluid Intelligence (Cattell)

Front 92

Who said that intelligence could improve the human species?

Back 92

Sir Francis Galton