Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
135 Cards in this Set
- Front
- Back
|
Law of Parsimony
|
adapt the simplest explanation with the fewest assumptions
|
|
|
Statistically Significant
|
statement of how likely it is that a result occurred by chance
|
|
|
Correlation
|
*measure of the extent that two factors vary together. How well either factor predicts the other.
|
|
|
Placebo
|
any effect on behavior by the expectation of the inert substance . Fake Drug. Latin I shall Please
|
|
|
Introspection
|
study by looking inside
|
|
|
William James
|
under influence of Charles Darwin
wanted to know functions of our thoughts and feelings FUNCTIONALISM |
|
|
Max Wertheimer
|
GESTALT Kofka and Kohler. Study insight. clear perception of something. Ape Sultan. Put stick inside cage. banana outside. work out in your head
|
|
|
John Watson
|
observable behavior. rooted in observation. observe and record behavior in different situations
|
|
|
Case Study
|
oldest research method. study one individual in great depth in hope of finding something about us all.
|
|
|
Naturalistic Observation
|
observing and recording behavior in natural situations. WITHOUT manipulate and controlling the situation.
|
|
|
Experiment
|
Manipulate and control factors (IV) to observe the effect of some behavior (DV)
|
|
|
Representative Sample
|
People with different views. Unbiased sample
|
|
|
Operational Definition
|
Statement of the procedure used to define research variable.
|
|
|
Coorelational Study
|
collect two factors, which are unlike, and see if they are.
|
|
|
Extraneous Variable
|
could cause a changed result from outside forces not accounted for
|
|
|
Hypothesis
|
Testable prediction. often implied by a theory
|
|
|
Gestalt
|
how the mind organizes feelings into perception. "A whole"
Max Wertheimer and Kofka and Kohler |
|
|
Functionalism
|
purposes of consciousness- what the mind does and why- William James James Angell
|
|
|
Behaviorism
|
learning plays key roles in influencing behavior. record behavior in different situations John Watson B.F Skinner
|
|
|
Structuralism
|
used INTROSPECTION. identify elements of conscious experience. smell a scent. Wundt Titchener
|
|
|
Psychoanalysis
|
unconscious mind exerts control over behavior. child hood experience. personality. Freud
|
|
|
Psychiatrist
|
Has MD can prescribe medicine. treat physical causes of psychological disorders.
|
|
|
Clinical Psychologist
|
assess and treat mental, emotional, behavior disorders
|
|
|
Counseling Psychologist
|
help people cope with challenges by giving resources
|
|
|
Forensic Psychologist
|
deals with legal issues and law
|
|
|
Independent Variable
|
experimental factor that is manipulated, variable whose effect is being studied. ex: breast milk or formula
|
|
|
Dependent Variable
|
outcome factor. variable may change in response to IV. (Intelligence scores)
|
|
|
Experimental Variable
|
in a double blind procedure, participants are exposed to treatments
|
|
|
Control Group
|
not exposed to treatment. given placebo
|
|
|
Recognition
|
need to identify items previously learned. (MC)
|
|
|
Free Recall
|
must retrieve information previously learned. (Fill in the Blank)
|
|
|
Paired Associative Learning
|
learning that certain events occur together
|
|
|
Serial Learning
|
tendency to recall best the last and first items on a list.
|
|
|
Storage
|
get info into our brains. retention of programmed info over time
|
|
|
Encoding
|
retain that info by processing into memory systems
|
|
|
Retrieval
|
Later get it out
|
|
|
Rehersal
|
Constant repition, either to store in long-term or to be forgotten never encoded.
|
|
|
Primary Memory
|
any indication that learning has persisted over time. ability to store and retrieve info
|
|
|
Sensory Memory
|
immediate brief recording of info in the memory. Feelings
|
|
|
Long-term Memory
|
relatively permanent limitless storehouse of memory. knowledge skills and experiences.
|
|
|
Short-term Memory
|
hold a few items briefly, later stored or forgotten
|
|
|
Elaborative
|
Learning by connecting to other stuff and making sense of it.
|
|
|
Implicit (Procedural)
|
learning how to do something. retention of conscious recollection
|
|
|
Semantic
|
encoding of meaning. of words.
|
|
|
Episodic
|
Memory of event instead of words
|
|
|
Explicit
|
memory of facts and experiences that you can consciously declare.
|
|
|
Flashbulb Memory
|
a clear memory of an emotional signifcant event
|
|
|
TOT
|
tip of the tongue
|
|
|
Storage
|
get info into our brains. retention of programmed info over time
|
|
|
Encoding
|
retain that info by processing into memory systems
|
|
|
Retrieval
|
Later get it out
|
|
|
Rehersal
|
Constant repition, either to store in long-term or to be forgotten never encoded.
|
|
|
Primary Memory
|
any indication that learning has persisted over time. ability to store and retrieve info
|
|
|
Sensory Memory
|
immediate brief recording of info in the memory. Feelings
|
|
|
Long-term Memory
|
relatively permanent limitless storehouse of memory. knowledge skills and experiences.
|
|
|
Short-term Memory
|
hold a few items briefly, later stored or forgotten
|
|
|
Elaborative
|
Learning by connecting to other stuff and making sense of it.
|
|
|
Storage
|
get info into our brains. retention of programmed info over time
|
|
|
Implicit (Procedural)
|
learning how to do something. retention of conscious recollection
|
|
|
Encoding
|
retain that info by processing into memory systems
|
|
|
Semantic
|
encoding of meaning. of words.
|
|
|
Retrieval
|
Later get it out
|
|
|
Episodic
|
Memory of event instead of words
|
|
|
Rehersal
|
Constant repition, either to store in long-term or to be forgotten never encoded.
|
|
|
Explicit
|
memory of facts and experiences that you can consciously declare.
|
|
|
Primary Memory
|
any indication that learning has persisted over time. ability to store and retrieve info
|
|
|
Flashbulb Memory
|
a clear memory of an emotional signifcant event
|
|
|
Sensory Memory
|
immediate brief recording of info in the memory. Feelings
|
|
|
TOT
|
tip of the tongue
|
|
|
Long-term Memory
|
relatively permanent limitless storehouse of memory. knowledge skills and experiences.
|
|
|
Short-term Memory
|
hold a few items briefly, later stored or forgotten
|
|
|
Elaborative
|
Learning by connecting to other stuff and making sense of it.
|
|
|
Implicit (Procedural)
|
learning how to do something. retention of conscious recollection
|
|
|
Semantic
|
encoding of meaning. of words.
|
|
|
Episodic
|
Memory of event instead of words
|
|
|
Explicit
|
memory of facts and experiences that you can consciously declare.
|
|
|
Flashbulb Memory
|
a clear memory of an emotional signifcant event
|
|
|
TOT
|
tip of the tongue
|
|
|
Elizabethr LoftusGe
|
Remember things that are untue. memory fades with time. misinformation becomes easier to create false memories. traffic accidents
|
|
|
Herman Ebbinghaus
|
German. Verbal Memory. study memory more scientifically. Forgetting Curve
|
|
|
George Miller
|
Magical number 7. short term memory typically hold seven bits of information
|
|
|
Proactive Interference
|
disruptive effect of learning on recal of new info. Today interferes tomorrow. Cluttered Prior
|
|
|
Retroactive Interference
|
disruptive effect of new learning on the recall of old info
|
|
|
Positve Transfer
|
sometimes old info can help our learning of new info
|
|
|
Negative Transfer
|
old info can interfere with learning of new info
|
|
|
Richard Atkinson Richard Shriffin
|
theory of STM and LTM. three stage processing. sensory, ST, LT.
|
|
|
Chunking
|
organizing items into familiar manageable units . 7 units.
|
|
|
3 sins of forgetting
|
Absent minded: inattention to details
Transcience: unused info fades Blocking: inaccessibility of storage info |
|
|
Kinds of Forgetting
|
Fading Disuse Interference
|
|
|
Poor Encoding
|
never really put into memory. never made it meaningful
|
|
|
3 sins of distortion
|
misattribution: putting words into mouth
suggestability: asking misleading ?s Bias: Belief colored recollections |
|
|
State depending Memories
|
what we learn in an emotional state is sometimes easier to reveal in that same state
|
|
|
Relearning
|
relearn more quicky. remember more than we recall
|
|
|
Priming/false memories
|
process of activating, often unconsciously, association
|
|
|
Mood Congruent/false memories
|
moods can bias memories. how we perceive the world depends on our mood
|
|
|
Mnemonic Device
|
use vivid imagery and organizational device
|
|
|
Loci Effect
|
remember lists of things. associating with whats in the house
|
|
|
Halo Effect
|
essay questions. put response in logical order
|
|
|
Peg Word System
|
ten is hen . nine in line. associating with rhyming.
|
|
|
Learning
|
relatively permanent change in our behavior due to experience
|
|
|
Maturation
|
biological growth process that enable change in behavior. not influenced by experience.
|
|
|
Ivan Pavlov
|
how organisms respond to stimuli
Classical conditioning. Learning can be studied objectively. Dog salvate to stimuli |
|
|
John Watson
|
"Little Albert." human emotions and behavir, though biologically influenced, are a bundle of conditioned responses.
|
|
|
Rosalie Rayner
|
"Little Albert." showed how specific fears are conditioned. held a rat and struck a hammer behind his loud. associated rat with loud noises. had an affair and married Watson.
|
|
|
B.F Skinner
|
Skinner Box- cage where animals must do a task to receive a reward. Operant Conditioning. used shaping- reinforcers guiding behavior.
|
|
|
Edward Tolman
|
behaviorist. implicit learning. learning work on mapping. not aware you learned it until you have to produce it
|
|
|
Albert Bandura
|
Bobo doll. Children saw adult hitting doll then taken into a roll with the doll and children imitated the adult. Pioneer researcher of observational learning.
|
|
|
Classical Conditioning
|
organisms learn associats between events it does not control. physical. dog salvating.
|
|
|
Operant Conditioning
|
organism learn associations between behavior and resulting events. produce rewarding or punishing stimuli. voluntary
|
|
|
Respondent Conditioning
|
Classical Conditioning. have no choice but to respond.
|
|
|
Instrumental Conditioning
|
Operant Conditioning. you have to do something by doing x to receive a reward.
|
|
|
Extinction
|
diminishing of a conditioned response. a learned stimulation no longer signals an automatic response. only classical
|
|
|
Spontaneous Recovery
|
reappearance after a rest period. only classical
|
|
|
Generalization
|
tendency, once response has been conditioned, for similar stimuli to elicit similar responses. Stimuli=trigger something
|
|
|
Discrimination
|
learned ability to distinguish between a controlled and the taught stimuli that do not signal the intended response.
|
|
|
Phobias
|
anxiety disorder. marked by persisten fear and avoidance of specific object or situation
|
|
|
Continuous
|
desired behavior is reinforced everytime.
|
|
|
Intermittent
|
responses are sometime enforced sometimes not.
|
|
|
Fixed-Ratio
|
reinforces a response only after a specified number of responses.
|
|
|
Variable-Ratio
|
provide reinforcers after an unpredictable number of responses. slot machine
|
|
|
fixed-interval
|
reinforcers provided after a specificed time has elapses. (Check mail near delivery)
|
|
|
Variable-Interval
|
reinforce first response after varying time intervals.
|
|
|
Ratio
|
number of responses
|
|
|
Interval
|
how long it takes. (Time)
|
|
|
Primary Reinforcer
|
an innately reinforcement stimulus. satisfies a biological need. food water.
|
|
|
Secondary Reinforcer
|
Conditioned. learned. get power wit association with primary. Money
|
|
|
Positive Reinforcement
|
strengthens a response by giving a pleasurable stimulus. (Food for hungry animals)
|
|
|
Negative Reinforcement
|
Strengthens a response by reducing or removing an undesirable stimulus. (Take aspirin to relieve headache)
|
|
|
Punishment
|
an event that decreases the behavior ir follows. Posive: something happens, administer (Spanking). Negative: sometime taken away (timeout)
|
|
|
Latent Learning
|
learning that becomes apparent only when there is incentive to demonstrate it.
|
|
|
Observational Learning
|
observe and imitate others
|
|
|
Modeling
|
process of observing and imitating specific behavior
|
|
|
Insight
|
a sudden realization of the solution to the problem
|
|
|
Shaping
|
procedure where reinforeces, such as food, gradually guide an animals actions toward a desired behavior
|
|
|
Serial Enumeration
|
listing in order of sequence
|
