Psych Test 2

Front 1

Associative Learning

Back 1

Learning that certain events occur together.

The events may be two stimuli

Or a response and its consequences

Front 2

Conditioning

Back 2

Process of learning associations

Front 3

Classical Conditioning

Back 3

Learn to associate and anticipate events

Front 4

Operant Conditioning

Back 4

We learn to associate a response and its consequences and repeat the acts that follow a good result.

Front 5

Observational Conditioning

Back 5

Learn behaviors by watching others

Front 6

Behaviorism

Back 6

Pavlov's theory that psychology should be an objective science that studies behavior without reference to mental processes.

Front 7

Unconditioned Response

Back 7

Unlearned naturally occurring response to unconditioned stimulus.

Front 8

Unconditioned Stimuli

Back 8

Stimulus that naturally triggers a response.

Front 9

Acquisition

Back 9

Initial learning when one links a neutral stimulus to unconditioned stimulus so that the neutral starts triggering a conditioned response

Front 10

Extinction

Back 10

The diminished responding that occurs when the CS(tone) no longer signals an impending US(food)

Front 11

Spontaneous Recovery

Back 11

The reappearance of a weakened Conditioned Response after a pause

Front 12

Generalization

Back 12

Tendency, after conditioning, for a similar stimuli to elicit similar responses

Scared of cars = motorcycles and trucks

Front 13

Discrimination

Back 13

Learned ability to distinguish between CS and stimuli that do not signal US.

Afraid of Pit Bull but not golden retriever.

Front 14

Cognitive Process

Back 14

Thoughts, perceptions, expectations

Front 15

Expectancy

Back 15

Awareness of how likely it is that the US will occur

Front 16

Law of Effect

Back 16

Associate behavior with consequence

Edward Thorndike's law,The behavior of rats and pigeons placed in an operant chamber(skinner box) can be shaped by reinforcers to guide closer and closer approximations of desired behavior

Front 17

Biological predispositions

Back 17

learning some associations is easier than learning others

Front 18

Pavlov

Back 18

Taught us that classical conditioning is a basic form of learning that applies to all species

Front 19

Positive reinforcement

Back 19

Adds something desirable to increase frequency of a behavior

Front 20

Negative Reinforcement

Back 20

Removes something undesirable to increase the frequency of a behavior

Take aspirin to relieve pain

Fasten seatbelt to remove beeping

Removes a aversive event

Front 21

Two principles of operant conditioning

Back 21

1. Reinforce
2. Punish

Front 22

Positive Reinforcers

Back 22

Innately satisfying - no learning required

Receiving food when hungry

Front 23

Conditioned reinforcers

Back 23

are satisfying because we have learned to associate them with more basic reward

Cash

Front 24

Immediate Reinforcers

Back 24

Unprotected Sex

Offer immediate payback

Front 25

Delayed Reinforcers

Back 25

Weekly Paycheck

Require delay of gratification

Front 26

Shaping

Back 26

Operant conditioning procedure

Reinforcers guide behavior toward closer and closer approximations

Get rat to touch bar for food

Front 27

Fixed-Ratio Schedule

Back 27

Free coffee after 10 purchases; Reinforces response after specific fixed number of responses

Front 28

Variable-Ratio Schedule

Back 28

Slot Machines; Provides reinforcers after unpredictable number of responses

Front 29

Fixed-Interval Schedule

Back 29

Reinforce the fixed response after fixed time period; Check mail near usual delivery time

Front 30

Variable-Interval Schedule

Back 30

Reinforces first response after varying time; "You've got mail" rewards persistent checking

Front 31

Intrinsic Motivation

Back 31

Want to do it

Front 32

Extrinsic Motivation

Back 32

Just do it

Front 33

Punishment

Back 33

Decrease frequency of a behavior by administrating an undesirable consequence.

Front 34

Shaping Behavior

Back 34

Achieved by stating our goals, monitoring the frequency of desired behaviors, reinforcing desired behaviors, and cutting back on incentives as behaviors become habitual.

Front 35

Prosocial

Back 35

Positive, constructive, and helpful

Front 36

Memory

Back 36

Learning that has persisted over time

Front 37

Encoding

Back 37

Getting information into our brain; processing of information into the memory system

Front 38

Storage

Back 38

Retaining the information; Retention of information over time

Front 39

Retrieval

Back 39

Getting information back out; Getting info out of memory storage

Front 40

Memory Formation (3 Stages)

Back 40

1. Sensory Memory
2. Short-term Memory
3. Long-term Memory

Front 41

Who proposed the memory stage formation?

Back 41

Richard Atkinson and Richard Shiffrin

Front 42

What does the updated model of memory formation include?

Back 42

1. Working Memory
2. Automatic Learning, without conscious awareness

Front 43

Working Memory

Back 43

Form of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information and of information retrieved in the long-term.

Associates new and old information and solves problems

Front 44

Automatic Processing

Back 44

Space, Time, Frequency, and Well-Learning information

Front 45

Sensory Memory

Back 45

Immediate brief recording of sensory information in memory system where we encode through rehearsal

Front 46

Short-term memory

Back 46

Activated memory that holds a few items briefly such as seven digits of a phone number. Info can be stored or forgotten.

Front 47

Levels of processing

Back 47

1. Visual Encoding
2. Acoustic Encoding
3. Semantic Encoding

Front 48

Visual Encoding

Back 48

Encoding of pictures and images

Front 49

Acoustic Encoding

Back 49

The encoding of sound, especially the sound of words

Front 50

Semantic Encoding

Back 50

The encoding of meaning, including the meaning of words

Front 51

Three Sins of Forgetting

Back 51

1. Absent-mindedness
2. Transience
3. Blocking

Front 52

Transience

Back 52

Storage decay over time

Front 53

Blocking

Back 53

Inaccessibility of stored information

- Forgetting actors name but on tip of tongue

Front 54

Three Sins of Distortion

Back 54

1. Misattribution
2. Suggestibility
3. Bias

Front 55

Bias

Back 55

one's current feelings and worldview distort remembrance of past events

Front 56

Misattribution

Back 56

Confusing the source of information

Take dreams for real event

Front 57

Sin of Intrusion

Back 57

1. Persistence

Front 58

Persistence

Back 58

Unwanted memories

Front 59

Seven Sins of Memory

Back 59

1. Absent mindedness
2. Transience
3. Blocking
4. Misattribution
5. Suggestibility
6. Bias
7. Persistence

Front 60

Proactive Interference

Back 60

Something learned in the past affects your ability to recall something recently leaned

Front 61

Retroactive Interference

Back 61

Something recently learned interferers with something learned in the past

Front 62

Source Amnesia is also known as

Back 62

Source Misattribution

Front 63

Context Influence

Back 63

- Being in the context of memories can trigger retrieval cues that lead us to target memory

Front 64

Similar Contexts

Back 64

Make trick us into retrieving a similar memory known as deja vu.

Front 65

Sensory Memory

Back 65

Briedly storing images via iconic memory, in which picture images last no more than a few tenths of second. We register sound and store sounds via echoic memory, which lasts 3 or 4 seconds.

Front 66

Why we forget?

Back 66

Proactice interference and retroactive interference.

May fade after storage to memory curve

Retrieval failure

Motivated forgetting

Repression

Front 67

Spacing Effect

Back 67

Retain more information as we practice it repeatedly then one long cram

Front 68

Effortful Processing

Back 68

Requires conscious attention and deliberate effort

Meaning, Imagery, and Organization

Front 69

Connectionism

Back 69

Views memories as emerging from interconnected neural networks

Front 70

Elizabeth Loftus

Back 70

Flashbacks are invented not relived

Front 71

Herman Ebbinhaus

Back 71

Retention Curve; Spacing Effect; Pioneer on verbal memory research

Front 72

Harry Bahrick

Back 72

Longer spacing between language lessons yielded better retention over 5 years

Front 73

George Miller

Back 73

Magical Number 7

Front 74

Bandura

Back 74

highlighted the antisocial effects of aggressive models on children's behavior

Front 75

Cognitive Behavior

Back 75

Promising rewards for something somebody already enjoys can backfire

Front 76

Two Cognitive Tendencies in Obstacles in Problem Solving

Back 76

1. Confirmation Bias
2. Fixation

Front 77

Types of Fixation

Back 77

1. Mental Set
2. Functional Fixedness

Front 78

Mental Set

Back 78

Predisposes how we think; tendency to approach a problem in a particular way; often because of past success

Front 79

Functional Fixedness

Back 79

Tendency to think of only the familiar functions for objects without imagining alternative uses