Psychology Midterm

Front 1

The name associated with the first school of psychological thought is...

Back 1

Wundt

Front 2

Neurons that go to the CNS are called...

Back 2

Sensory

Front 3

Where is Broca's area located?

Back 3

The left frontal lobes

Front 4

The stage theory of social development is associated with...

Back 4

Erikson

Front 5

Agents that can negatively affect prenatal development...

Back 5

teratogens

Front 6

The study of death and dyeing is by...

Back 6

Kubler Ross

Front 7

What does the visual cliff study show?

Back 7

That babies have depth perception

Front 8

What is naturalistic observation an example of?

Back 8

descriptive research

Front 9

What stage number is adolescence associated with, according to erickson?

Back 9

5

Front 10

How many lobes are there in the cerebral cortex?

Back 10

4

Front 11

Eriksons theory of development

Back 11

1. Trust vs Mistrust

2. Autonomy vs Shame and doubt

3. Initiative vs guilt

4. Industry vs. inferiority

5. Identity vs. role confusion

6. Intimacy vs. isolation

7. Generativity vs.stagnation

8. Ego integrity vs. despair

Front 12

Trust vs Mistrust

Back 12

: infants learn to trust and mistrust depending on care provided by caregivers.

Front 13

Autonomy vs Shame and doubt

Back 13

children learn to express will and independence, to exercise some control, if not, they experience shame and doubt.

Front 14

Initiative vs guilt

Back 14

Children begin to initiate activities, to plan and undertake tasks, and to enjoydeveloping motor and other abilities. If not allowed to initiate, or made to feel stupid, they may develop a sense of guilt.

Front 15

Industry vs. inferiority

Back 15

Children develop industriousness and feel pride in accomplishing tasks. If not encouraged by parents and teachers,they may develop a sense of inferiority.

Front 16

Identity vs. role confusion

Back 16

Adolescents must make the transition from childhood to adulthood, establishan identity, develop a sense of self, and consider a future occupational identity.Otherwise, role confusion can result.

Front 17

Intimacy vs. isolation

Back 17

Young adults must develop intimacy—the ability to share with, care for, and committhemselves to another person. Avoiding intimacy brings a sense of isolation andloneliness.

Front 18

Ego integrity vs. despair

Back 18

Individuals review their lives, and if they are satisfied and feel a sense of accomplishment,they will experience ego integrity. If dissatis ed, they may sink into despair.

Front 19

Generativity vs.stagnation

Back 19

Middle-aged people must find some way of contributing to the development ofthe next generation. Failing this, they may become self-absorbed and emotionally impoverished and reach a point of stagnation.

Front 20

What happens, according to Kubler-Ross, when someone is told they are dyeing?

Back 20

1. Denial

2. Anger

3. Bargaining

4. Depression

5. Acceptance

Front 21

What is classical conditioning?

Back 21

type of learning through which an organism learns to asso-ciate one stimulus with another.

Front 22

The sequence of events regarding Pavlov's experiments...

Back 22

unconditioned response (UR)

unconditioned stimulus (US)

conditioned stimulus (CS)

conditioned response (CR)

higher-order conditioning\

Front 23

Pavlovs experiment

Back 23

Before classical conditioning:

-US (food) = UR (salivation)

-Neutral stimulus (Tone of C)= No salivation

During classical conditioning

-Neutral stimulus (Tone of C) ---> US (food)= UR (salivation)

After classical conditioning

- CS (tone of c) ----> CR (salivation)

Front 24

unconditioned response (UR)

Back 24

A responsethat is elicited by an unconditioned stimulus without prior learning.

Front 25

unconditioned stimulus (US)

Back 25

A stimulus thatelicits a specific unconditioned response withoutprior learning.

Front 26

conditioned stimulus (CS)

Back 26

A neutral stimulus that, after repeated pairing with anunconditioned stimulus, becomes associated with it and elicits a conditioned response.

Front 27

conditioned response (CR)

Back 27

The learnedresponse that comes to be elicited by aconditioned stimulus as a result of its repeatedpairing with an unconditioned stimulus.

Front 28

higher-order conditioning

Back 28

Conditioning that occurs when conditioned stimuli are linkedtogether to form a series of signals.

Front 29

Discrimination Vs Generalization is...

Back 29

generalization In classical conditioning,the tendency to make a conditioned responseto a stimulus that is similar to the originalconditioned stimulus.

discrimination is the learned ability todistinguish between similar stimuli so that theconditioned response occurs only to the originalconditioned stimulus but not to similar stimuli.

Front 30

Extinction Vs Spontaneous Recovery is...

Back 30

extinction In classical conditioning, theweakening and eventual disappearance of theconditioned response as a result of repeatedpresentation of the conditioned stimuluswithout the unconditioned stimulus.

spontaneous recovery the reappearance ofan extinguished response (in a weaker form)when an organism is exposed to the originalconditioned stimulus following a rest period.

Front 31

operant conditioning

Back 31

A type of learning in which the consequences of behavior are manipulated so as to increase or decrease the frequency of an existing response or to shape an entirely new response.

Front 32

Positive reinforcement Vs. Negative reinforcement

Back 32

Positive reinforcement Any pleasant or desirable consequence that follows a response and increases the probability that the response will be repeated.

Negative reinforcement The termination ofan unpleasant condition after a response, whichincreases the probability that the response willbe repeated.

Front 33

postive vs negative punishment

Back 33

positive: A decrease in behaviorthat results from an added consequence.

Negative: A decrease in behaviorthat results from a removed consequence.

Front 34

extinction (in operant conditioning)

Back 34

the weakening and eventual disappearance of the conditioned response as a result of the withholding of reinforcement.

Front 35

shaping

Back 35

An operant conditioning technique that consists of gradually molding a desired behavior (response) by reinforcing any movement in the direction of the desired response, thereby gradually guiding the responses toward the ultimate goal.

Front 36

successive approximations

Back 36

A series ofgradual steps, each of which is more similar tothe final desired response.

Front 37

schedule of reinforcement

Back 37

A systematic process for administering reinforcement.

Front 38

fixed-ratio (FR)

Back 38

A schedule in whicha reinforcer is given after a fixed number ofcorrect, nonreinforced responses.

Front 39

fixed-interval (FI)

Back 39

schedule A schedule in which a reinforcer is given following the first correct response after a specific period of time has elapsed.

Front 40

variable-ratio (VR)

Back 40

schedule A schedule in which a reinforcer is given after a varying number of non-reinforced responses, based on an average ratio.

Front 41

variable-interval (VI)

Back 41

schedule A schedule in which a reinforcer is given after the first correct response that follows a varying time of nonrein- forcement, based on an average time.

Front 42

process of memory

Back 42

1. encoding

2. storage

3. retrieval

Front 43

encoding

Back 43

transforminginformation into a form that can be storedin memory.

Front 44

storage

Back 44

The process of keeping or maintaining information in memory.

Front 45

retrieval

Back 45

The process of bringing to mind information that has been stored in memory.

Front 46

THE 4 R's

Back 46

Recollection: remember events leading up to and following event.

Recall: remember isolated event but not context.

Recognition: to be aware of over again.

Relearning: learn again, unaware you are learning it again.

Front 47

3 STAGE THEORY

Back 47

sensory memory The memory system thatholds information from the senses for a periodranging from only a fraction of a second toabout 2 seconds.

short-term memory (STM) The componentof the memory system that holds about seven(from five to nine) items for less than 30 secondswithout rehearsal; also called working memory.

long-term memory (LTM) The memorysystem with a virtually unlimited capacity thatcontains vast stores of a person’s permanent orrelatively permanent memories.

Front 48

forgetting

Back 48

The inability to bring to mind information that was previously remembered.

Front 49

curve of forgetting

Back 49

The pattern of forget- ting discovered by Ebbinghaus, which shows that forgetting tapers off after a period of rapid information loss that immediately follows learning.

Front 50

Why do we forget?

Back 50

1. encode failure

2. Decay theory (if not used, will fade)

3. Interference (storedeither before or after a given memory hinderthe ability to remember it.)

Front 51

consolidation failure

Back 51

Any disruption in the consolidation process that prevents a long-term memory from forming.

Front 52

motivated forgetting

Back 52

Forgetting through suppression or repression in an effort to protect oneself from material that is painful, frightening, or otherwise unpleasant.

Front 53

Suppression vs Repression

Back 53

Suppression consciously suppressing bad memory

Repression A psychological process in which traumatic memories are buried in the unconscious.

Front 54

Retroactive interference vs Proactive interference

Back 54

retroactive: learning a, learning b, memory loss for task a

proactive: learning a, learning b, memory loss for task b

Front 55

triarchic theory of intelligence 1988

Back 55

Sternberg’s theory that there are three types of intelligence: componential (analytical), experiential (creative), and contextual (practical).

Front 56

theory of multiple intelligence

Back 56

Howard Gardner’s proposal that there are several independent forms of intelligence.

Front 57

achievement test

Back 57

A measure of what a person has learned up to a certain point in his or her life.

Front 58

aptitude test

Back 58

A test that predicts future performance in a particular setting or on a specific task.

Front 59

intelligence test

Back 59

A test of individual differences in general intellectual ability.

Front 60

reliability

Back 60

The ability of a test to yield nearly the same score when the same people are tested and then retested on the same test or an alternative form of the test.

Front 61

validity

Back 61

The ability of a test to measure what it is intended to measure.

Front 62

Absolute vs Relative scores

Back 62

Absolute are predetermined; relative grades are marked on the curve.