Psychology Test 2 That I Put Off Till The Night Before

Front 1

Sensation (detection)

Back 1

the process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment.

Front 2

Perception (interpretation)

Back 2

The process by which our brain organizes and interprets sensory information

Front 3

Transduction

Back 3

changing one form of energy into another

Front 4

Eye

Iris

Pupil

Retina

Fovea

Rods

Cones (Color)

Back 4

Iris: colored circle around the eye

Pupil: black whole that lets light in

Retina: the light sensitive inner surface of the eye; contains receptor rods and cons plus layers of neurons that begin the processing of visual

Fovea: the central point of the eye

Rods: black and white/ night vision

Cones: color vision

Front 5

Young-Helmholtz trichromatic theory

Back 5

the theory that the retina contains three different color receptors- one most sensitive to red, one to green, one to blue, when stimulated in combination these cells can produce the perception of any color.

Front 6

Opponent-Process theory

Back 6

the theory that opposing retinal processes (red- green, yellow-blue, white-black) enable color vision for example some cells are turned off by green and turned on by red.

Front 7

Gestalt Laws of Organization

Back 7

Gestalt: Whole is more than the sum of its parts( Gestalt psychologists emphasized our tendency to emphasize our tendency to integrate pieces of information into meaningful wholes)

Figure-Ground

Proximity

Continuity

Closure

Front 8

Figure-Ground

Back 8

the organizations of the visual field into objects that stand out from their surroundings (the ground).

Front 9

Proximity

Back 9

we group nearby figures together.

Front 10

Continuity

Back 10

we perceive smooth, continuous patterns rather than discontinuous ones.

Front 11

Closure

Back 11

we fill in gaps to create a complete, whole object.

Front 12

Depth Perception

Back 12

the ability to see objects in three dimensions, although the images that strike the retina are two dimensional; allows us to judge distance.

Front 13

Binocular Cues

Back 13

Binocular cues: a depth cue, such as retinal disparity, that depends on the use of two eyes.

Retinal Disparity

Convergence (from lecture)

Front 14

Retinal Disparity

Back 14

a binocular cue for perceiving depth. By comparing images from the two eyes, the brain computes distance - the greater the disparity (difference) between the two images the closer the object

Front 15

Convergence (from lecture)

Back 15

the eyes move towards each other to perceive depth.

Front 16

Monocular Cues

Back 16

Monocular Cues: a depth cue, such as interposition or linear perspective available to either eye alone.

Linear Perspective

Interposition

Front 17

Linear Perspective

Back 17

parallel lines appear to meet in the distance and give the illusion of distance.

Front 18

Interposition

Back 18

when an object is blocked by another object we perceive the object blocking the other object as closer

Front 19

Learning

Back 19

the process of acquiring, through experience, new and relatively enduring information or behaviors.

Front 20

Associative Learning

Back 20

learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning)

Front 21

Ivan Pavlov

Back 21

Pavlov classically conditioned his dogs to salvate to the sound of a bell

Front 22

NS, UR, US, CR, CS

Back 22

(NS) Neutral stimulus: stimulus that evokes no response before conditioning

(UR) unconditioned response: an unlearned naturally occurring response

(US) Unconditioned stimulus: a stimulus that unconditionally, naturally and automatically triggers a response

(CR) Conditioned response: a learned response to a previously neutral (but now conditioned) stimulus.

(CS) Conditioned Stimulus: an originally irrelevant stimulus that after association with an unconditioned stimulus comes to trigger a conditioned response.

Front 23

John B. Watson (Little Albert)

Back 23

Watson and Rayner learned that fears can be learned by an experiment with "little Albert" who they let hold a little white rat and then caused a large frightening noise to startle him. Then they learned that this fear was generalized to other white fluffy things.

Front 24

Acquisition

Back 24

the initial stage when we link a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response.

Front 25

Extinction

Back 25

the weakening of a conditioned response when an unconditioned stimulus does not follow a conditioned stimulus

Front 26

Spontaneous Recovery

Back 26

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

Front 27

Stimulus Generalization

Back 27

the tendency, after conditioning, to respond similarly to stimuli that resemble the conditioned stimuli

Front 28

Stimulus Discrimination

Back 28

the learned ability to distinguish between a conditioned stimulus and other irrelevant stimuli

Front 29

Classical Conditioning Applied (lecture)

Back 29

Therapy: Systematic Desensitization

Advertising: training people to respond to product as stimuli associated with something naturally appealing

Front 30

B.F. Skinner

Back 30

conducted experiments with animals in boxes

Front 31

Positive and Negative Reinforcement

Back 31

Positive: increases behaviors by presenting positive stimuli, such as food. A positive reinforcer is anything that when presented after a response strengthens the response.

Negative: increases behaviors by stopping or reducing negative stimuli such as a shock. A negative reinforcer is anything that when removed after a response, strengthens the response.

Front 32

Positive and Negative Punishment

Back 32

Positive: give something that is undesired

Negitive: take something that is desired

Front 33

Shaping

Back 33

an operant conditioning procedure in which reinforcers guide actions closer and closer toward a desired behavior

Front 34

Primary and Conditioned (secondary) Reinforcers

Back 34

Primary: an event that is innately reinforcing. often by satisfying a biological need

Conditioned (secondary): an event that gains its reinforcing power through its link with a primary reinforcer

Front 35

Reinforcement Schedules

Back 35

Reinforcement schedules: a pattern that defines how often a desired response will be reinforced

Continuous: reinforcing a desired response every time it occurs

Partial Schedules: reinforcing a response only part of the time results in slower acquisition but is much more resistant to extinction

Variable-Ratio Schedules: a reinforcement schedule that reinforces a response after an unpredictable of responses

fixed-interval schedule: a reinforcement schedule that reinforces a response only after a specified time has elapsed

variable-interval schedule: a reinforcement schedule that reinforces a response at unpredictable time intervals

Front 36

Contrasting Classical and Operant Conditioning

Back 36

Classical: a type of learning in which we learn to link two or more stimuli and anticipate events

Operant: a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher

Front 37

Cognitive Learning

Back 37

the thoughts and processes that occur in the mind that help the learning process

Front 38

Latent Learning (Tolman and Honzik)

Back 38

learning that is not apparent until there is an incentive to demonstrate it

Front 39

Observational learning

Back 39

learning by observing others

Front 40

Albert Bandura and Bobo Doll Studies

Back 40

children watch an adult beat up a bobo doll and then are moved to another room with less toys and they take their frustrations on the bobo doll like the adult did

Front 41

Modeling

Back 41

the process of observing and imitating a specific behavior

Front 42

Mirror Neurons

Back 42

neuron that fires when we perform certain actions and when we observe others performing those actions: neural basis for imitation and observational learning

Front 43

Memory

Back 43

the persistence of learning over time through the encoding storage and retrieval of information

Front 44

Information-Processing Model (Atkinson & Shiffrin)

Back 44

Sensory memory- Short Term Memory – Long-Term Memory

Front 45

Sensory memory

Back 45

the immediate, very brief recording of sensory information in the memory system

Front 46

(short term ) Working memory

Back 46

activated memory that holds a few items briefly before the information is stored or forgotten

Front 47

Capacity

Back 47

Magic number seven 7 plus or minus 2

Front 48

“Chunks”

Back 48

organizing items into familiar manageable units; often occurs automatically

Front 49

Mnemonics

Back 49

memory aids especially techniques that use vivid imagery and organizational devices

Front 50

(long term) Automatic Processing

Back 50

unconscious encoding of everyday information, such as space, time, and frequency, and of well-learned information, such as word meanings

Front 51

Three Stages of Remembering

Back 51

EncodingStorageRetrieval

Front 52

Encoding

Back 52

the process of getting information into the memory system

Front 53

Storage

Back 53

the process of retaining encoded information over time

Front 54

Retrieval

Back 54

the process of getting information out of memory storage

Front 55

Serial Position Curve

Back 55

our tendency to recall best the last and first items in a list

Front 56

Primacy and Recency Effect (lecture)

Back 56

things that are more important to us or have happened more recently are more likely to be remembered

Front 57

Important brain parts for memory

Back 57

Hippocampus and frontal lobes, Cerebellum and basal gangliaAmygdala

Front 58

Hippocampus and frontal lobes

Back 58

helps process explicit memories for storage

Front 59

Cerebellum and basal ganglia Amygdala

Back 59

Cerebellum and basal ganglia: implicit memory formation

Amygdala: emotion related memory formation

Front 60

Long-Term Potentiation (LTP)

Back 60

an increase in a synapse's firing potential. Believed to be a neural basis for learning and memory.

Front 61

Explicit (declarative) Memory

Back 61

Semantic Memory (facts and general knowledge)Episodic Memory (personally experienced events)

Front 62

Implicit (nondeclarative) Memory

Back 62

retaining learned skills or classically conditioned associations without conscious awareness

(Motor and cognitive skills, Classical conditioning ,Priming)

Front 63

Priming

Back 63

setting up the mind to remember something

Front 64

Context and State dependent memory

Back 64

context: where you are and the environment around you can affect your memory

State: how you're feeling can affect your memory

Front 65

Proactive and Retroactive Interference

Back 65

proactive: the disruptive effect of prior learning on the recall of new information

retroactive: the disruptive effect of new learning on the recall of old information

Front 66

Misinformation Effect

Back 66

when a memory has been corrupted by misleading information

Front 67

Concepts

Back 67

a mental grouping of similar objects events ideas and people

Front 68

Prototypes

Back 68

a mental image or best example of a category. Matching new items to a prototype provides a quick and easy method for sorting items into categories

Front 69

Algorithms

Back 69

a methodical, ligical rule or procedure that guarantees you will solve a particular problem contrasts with the usually speedier but also error prone use of heuristics

Front 70

Insight

Back 70

a sudden realization of the solution to a problem it contrasts with strategy based solutions

Front 71

Heuristics

Back 71

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

Representative Heuristic (lecture): the idea of categories and then placing certain representations into categories

Availability Heuristic: the more frequently it comes up in your mind, the more true you think it is

Front 72

Impediments to problem solving

Back 72

Fixation : the inability to see a problem from a new perspective

Overconfidence: the tendency to be more confident than correct to overestimate the accuracy of our beliefs and judgments

Confirmation Bias: a tendency to search for information that supports our preconceptions and to ignore or distort evidence that contradicts them

Front 73

Intuition

Back 73

an effortless, immediate, automatic feeling or thought as contrasted with explicit conscious reasoning

Front 74

Creativity

Back 74

the ability to produce new and valuable ideas

Front 75

Convergent and Divergent Thinking

Back 75

convergent thinking: narrows the available problem solutions to determine the single best solution

divergent thinking: expands the number of possible problem solutions

Front 76

Receptive language

Back 76

infant ability understand what is said to them around 4 months

Front 77

Productive language

Back 77

Infant ability to produce words

Front 78

Critical (sensitive) Period

Back 78

the most valuable time for a person to learn a language ( early childhood)

Front 79

Noam Chomsky and universal grammar

Back 79

humans are born with a built in readiness to learn grammar rules

Front 80

Broca’s area

Back 80

controls language expression an area of the frontal lobe, usually in the left hemisphere that directs the muscle movements involved in speech

Front 81

Wernicke’s area

Back 81

controls language reception a brain area involved in language comprehension and expression; usually in the left temporal lobe

Front 82

Charles Spearman’s “g”

Back 82

general intelligence (g): underlies specific mental abilities and therefore measured by every task on an intelligence test

Front 83

Howard Gardner’s Multiple Intelligences

Back 83

Linguistic: public speaking and words

Logical-mathmatical: maths and sciences

Musical: good with music

Spatial: artistic

Bodily kinesthetic: good at movement

Intrapersonal: good at understanding others

Interpersonal: good at understanding self

Nuturalistic: good with out doors stuff

Front 84

Robert Sternberg’s Three Intelligences

Back 84

analytical, creative, practical

Front 85

Emotional Intelligence

Back 85

perceiving, understanding, managing, and usingemotions

Front 86

Binet and Simon in France

Back 86

they theorized that a 'dull' child would score the same as a younger child

and a bright child would score the same as an older child

IQ= mental age / chronological age X 100

Front 87

MA/CA X 100

Back 87

IQ= mental age / chronological age X 100

Front 88

Intelligence Quotient

Back 88

defined originally as the ratio of mental age to chronological age multiplied by 100 on contemporary intelligence tests the average performance for a given age is assigned a score of 100

Front 89

Genes and intelligence: Twins and Adoption studies

Back 89

identical twins are more likely to share similar IQ scores thus genes have a hand in intelligence

Front 90

Environment and IQ

Back 90

environments matter to IQ scores

Front 91

Intelligence across the lifespan

Back 91

intelligence remains stable through out the lifespan

Front 92

Cross-sectional vs. Longitudinal studies

Back 92

Cross-sectional: compare people or different ages with one another

Longitudinal studies: restudy and retest the same people over a long period of time

Front 93

Crystallized vs. Fluid Intelligence

Back 93

crystallized: our accumulated knowledge and verbal skills: tend to increase with age

Fluid: our ability to reason speedily and abstractly; tends to decrease in late adulthood

Front 94

Group Differences in IQ

Back 94

intelligence varies for different genders and races

Front 95

Gender similarities and differences

Back 95

Similar in 'g'

Spatial/verbal differences: girls tend to outpace boys in spelling, and verbal fluency

Front 96

Stereotype Threat

Back 96

a self confirming concern that we will be judged on a negative stereotype