Psych Test #3

Front 1

Classical conditioning

Back 1

Learning by associating two stimuli and thus to anticipate events

Front 2

stimulus

Back 2

any event or situation that evokes a response

Front 3

respondent behavior

Back 3

responding automatically to stimuli that we do not control

Front 4

operant conditioning

Back 4

When we learn to associate a response (our behavior) with its consequence. (we learn to repeat acts followed by good results and avoid acts followed by bad results.)

Front 5

Ivan Pavlov

Back 5

did a classical conditioning experiment with dogs and drooling

Front 6

Aquisition

Back 6

in 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.

Front 7

Extinction

Back 7

the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus does not follow a conditioned stimulus; occurs in operant conditioning when a response is no longer reinforced.

Front 8

Spontaneous recovery

Back 8

the reappearance, after a pause, of an extinguished conditioned response

Front 9

Generalization

Back 9

the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. (more stuff makes you drool)

Front 10

Discrimination

Back 10

The learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned response. (Ex: different type of bell) (less stuff makes you drool)

Front 11

Behaviorism

Back 11

the view that psychology should be an objective science that studies behavior without reference to mental processes

Front 12

Thorndike's Law of Effect

Back 12

Behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely.

Front 13

BF Skinner

Back 13

Developed behavioral technology that revealed principles of behavior control, the operant chamber/ Skinner Box

Front 14

The operant chamber/skinner box

Back 14

Developed by BF Skinner, an animal presses a bar that releases a reward of food or water. Built the concept of reinforcement

Front 15

Reinforcement

Back 15

feedback from environment that makes a behavior more likely to be done again

Front 16

Positive reinforcement

Back 16

The reward is adding something desirable

Front 17

Negative reinforcement

Back 17

The reward is removing something negative

Front 18

Shaping

Back 18

Guiding a craeture toward the behavior by rewarding behavior that comes closer and closer to the desired behavior

Front 19

Primary reinforcer

Back 19

a stimulus that meets a basic need or otherwise is intrinsically desirable: food, sex, fun, attention, power

Front 20

Secondary reinforcer

Back 20

A stimulus such as money which has become associated with a primary reinforcer

Front 21

Continuous reinforcement

Back 21

Giving a reward after the target behavior every time, the subject acquires the desired behavior quickly

Front 22

Partial/ intermittent reinforcement

Back 22

Giving rewards every so often, the target behaviors take longer to be acquired but persist longer without reward

Front 23

Fixed interval schedule

Back 23

Partial reinforcement, reward given at a set time, such as a paycheck every 2 weeks--timing

Front 24

Variable interval schedule

Back 24

partial reinforcement, reward given unpredictably often--timing

Front 25

Fixed ratio schedule

Back 25

Partial reinforcement, reward given every so many behaviors

Front 26

Variable ratio schedule

Back 26

Partial reinforcemnt, reward given after unpredictable number of behaviors

Front 27

Catharsis Theory

Back 27

Watching aggression eliminates aggressive emotions and behaviors--no scientific evidence to back this

Front 28

Cross-sectional field study

Back 28

good for noting prevalence and viewing habits--correlation between TV and aggression is positive

-can't show long term effects, can't show if aggressive kids pick aggressive shows

Front 29

Longitudinal Field Study

Back 29

Subjects TV viewing habits are compared with aggressive tendencies in two distinct time periods--found positive correlation with violent viewing and violent behaviors, even with controlling for already aggressive kids.

Front 30

True experiment

Back 30

Controlled, short-term study--results of children watching aggressive video clips immediately display more aggressive tendencies in free play afterward. --No long term effects, limited by ethical constraints

Front 31

mirroring

Back 31

being able to picture ourselves doing the same thing

Front 32

Little Albert

Back 32

Watson did experiments on baby with operant conditioning, making him fear something he had not feared before

Front 33

cueing

Back 33

The appearance of a stimulus can evoke a scripted response, as a result of priming

Front 34

Priming

Back 34

Forming associations with the stimulus that includes aggresive ideas, violent emotions and impulsive aggressive actions.

Front 35

Vicarious reinforcement

Back 35

experiencing reward, by watching someone else get rewarded--parts of the brain with rewarding light up

Front 36

Vicarious punishment

Back 36

Watching something bad to someone else and our brain responding as if it happened to us

Front 37

Mirror neurons

Back 37

Provided a neural basis for everyday imitation and observational learning. Neurons fire when they experience something and when they see someone else experiencing something

Front 38

modeling

Back 38

Learning by observing and imitating others

Front 39

Albert Bandura

Back 39

Bobo doll guy, began the research in observational learning.

Front 40

Concepts

Back 40

mental groupings of similar objects, events, ideas, or people (chair: high chair, reclining chair, dentist chair, etc)

Front 41

Prototypes

Back 41

a mental image or best example of a category (robin is more immediately connected with bird, than a penguin, it is a birdier bird)

Front 42

algorithms

Back 42

a methodical, logical rule or procedure that guarantees solving a particular problem. Slower than heuristics. (find a word using SPLOYOCHYG--spell out every option--youllget there but itll take forever)

Front 43

heuristics

Back 43

a simple thinking strategy that often allows us to make judgements and solve problems efficiently; usually speedier but also more error prone than algorithms

Front 44

Insight

Back 44

an abrupt, true seeming, often satisfying solution-pops into your head

Front 45

confirmation bias

Back 45

a tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence

Front 46

Mental set

Back 46

a tendency to approach a problem in one particular way, often a way that has been successful in the past

Front 47

fixation

Back 47

an inability to see a problem from a fresh perspective

Front 48

intuition

Back 48

our fast, automatic, unreasoned feelings and thoughts

Front 49

The availability heuristic

Back 49

estimating the likelihood of events based on their availability in memory; if instances come readily to mind, we presume such events are common (casinos ringing bells and lights even for small wins, doing nothing for losses--makes wins more prominent)

Front 50

Overconfidence

Back 50

tendency to overestimate the accuracy of our knowledge and judgments

Front 51

Belief perserverance

Back 51

clinging to ones initial conceptions after the basis on which they were formed has been discredited

Front 52

Creativity

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ability to produce ideas that are both novel and valuable

Front 53

Convergent thinking

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zeroing in on one single best answer

Front 54

Divergent thinking

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the ability to generate new ideas, new actions, etc--expanding number of possible problem sollutions; creative thinking that diverges in different directions

Front 55

Intelligence

Back 55

the ability to learn from experience, solve problems, and use knowledge to adapt to new situations

Front 56

Spearman's "g"

Back 56

General intelligence--people are high in this if they are proficient in multiple areas

Front 57

Binet's intelligence tests

Back 57

Tests to predict school achievements, attempted to measure mental age--how far a child had come on the "normal" developmental pathway

Front 58

Terman's Stanford-Binet test

Back 58

extended Binet's test into adulthood

Front 59

Stern's Intelligence Quotient

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IQ=mental age/chronological age X 100

Front 60

Robert Sternberg

Back 60

proposed that success in life is related to three types of ability--not just commonly perceived intelligence

Front 61

Practical intelligence

Back 61

expertise and talent that help to complete the tasks and manage the complex challenges of everyday life

Front 62

Analytical intelligence

Back 62

solving a well defined problem with a single answer

Front 63

Creative intelligence

Back 63

generating new ideas to help adapt to novel situations

Front 64

develop expertise in an interest, "sleep on it"--unconscious makes connections, allow time for mental wandering and aimless daydreaming with no distractions, experience other cultures and ways of thinking

Back 64

4 ways to boost creativity

Front 65

Social intelligence

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refers to ability to understand and navigate social situations

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Emotional intelligence

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involves processing and managing emotions

Front 67

Intelligence tests

Back 67

a series of questions and other exercises which attempt to assess people’s mental abilities in a way that generates a numerical score, so that one person can be compared to another.

Front 68

4 components of emotional intelligence

Back 68

perceiving emotions, understanding emotions, managing emotions, using emotions