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108 Cards in this Set

  • Front
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1. Individuals who have trouble seeing them (hidden objects in pictures) are “field-dependent” according to ______ ______.
Individuals who have trouble seeing them (hidden objects in pictures) are “field-dependent” according to (HERMAN WITKEN).
2. Field dependent people exhibit stronger ______ ______ whereas field independent people are more skilled at analyzing _______ __________.
Field dependent people exhibit stronger (SOCIAL SKILLS) whereas field independent people are more skilled at analyzing (COMPLEX SITUATIONS).
3. ______ _____ suggests that people may consciously perceive unattended objects but quickly forget them.
(JEREMY WOLFE) suggests that people may consciously perceive unattended objects but quickly forget them.
4. Studies have shown that individuals can sleep for __ minutes every _ hours can still sustain a healthy level of alertness and even improves some aspects of _________!
Studies have shown that individuals can sleep for (30) minutes every (4) hours can still sustain a healthy level of alertness and even improves some aspects of (COGNITION)!
Our awareness of ourselves and our environments.
5. Consciousness (pg. 193)
The focusing of conscious awareness on a particular stimulus.
6. Selective Attention (pg. 193)
Failing to see visible objects when our attention is directed elsewhere.
7. Inattentional Blindness (pg. 194)
The biological clock; regular bodily rhythms (for example, of temperature and wakefulness) that occur on a 24-hour cycle.
8. Circadian Rhythm (pg. 196)
A recurring sleep stage during which vivid dreams commonly occur. Also known as paradoxical sleep, because the muscles are relaxed (except for minor twitches) but other body systems are active.
9. REM (Rapid Eye Movement) Sleep (pg. 197)
The relatively slow brain waves of a relaxed, awake state.
10. Alpha Waves (pg. 198)
Periodic, natural, reversible loss of consciousness – as distinct from unconsciousness resulting from a coma, general anesthesia, or hibernation.
11. Sleep (pg. 198)
False sensory experiences, such as seeing something in the absence of an external visual stimulus.
12. Hallucinations (pg. 198)
The large, slow brain waves associated with deep sleep.
13. Delta Waves (pg. 198)
Recurring problems in falling or staying asleep.
14. Insomnia (pg. 204)
Person loses the ability to fall asleep.
15. Fatal Familial Insomnia (PP)
A sleep disorder characterized by uncontrollable sleep attacks. The sufferer may lapse directly into REM sleep, often at in-opportune times.
16. Narcolepsy (pg. 205)
A sleep disorder characterized by temporary cessations of breathing during sleep and repeated momentary awakenings.
17. Sleep Apnea (pg. 205)
Diaphragm stops moving because the brain no longer sends impulses to control it during sleep.
18. Central Sleep Apnea (PP)
Breathing blocked by loss of muscle tone in the tongue, throat, and larynx.
19. Upper Airway Sleep Apnea (PP)
A sleep disorder characterized by high arousal and an appearance of being terrified; unlike nightmares, these occur during Stage 4 sleep, within 2 or 3 hours of falling asleep, and are seldom remembered.
20. Night Terrors (pg. 205)
A sequence of images, emotions, and thoughts passing through a sleeping person’s mind. These are notable for their hallucinatory imagery, discontinuities, and incongruities, and for the dreamer’s delusional acceptance of the content and later difficulties remembering it.
21. Dream (pg. 206)
According to Freud, the remembered story line of a dream (as distinct from its hidden content).
22. Manifest Content (pg. 206)
According to Freud, the underlying meaning of a dream (as distinct from its remembered content).
23. Latent Content (pg. 207)
The tendency for REM sleep to increase following REM sleep deprivation (created by repeated awakenings during REM sleep).
24. REM Rebound (pg. 208)
25. Incentive-Sensitization Theory – Name the First Stage – Activation of Pleasure:

a.
b.
c.
Incentive-Sensitization Theory – Name the First Stage – Activation of Pleasure:

a. Always chasing that 1st high.
b. Usually done in social situation where drug use is positively reinforced.
c. Drugs and sex.
26. Incentive-Sensitization Theory – Name the Second Stage – Associative Learning:

a.
b.
c.
Incentive-Sensitization Theory – Name the Second Stage – Associative Learning:

a. Mental representations of objects, acts, places and events related to the drug are linked with pleasure.
b. Passing by your favorite crack house.
c. Smoke shops.
27. Incentive-Sensitization Theory – Name the Third Stage – Incentive Salience:

a.
b.
c.
Incentive-Sensitization Theory – Name the Third Stage – Incentive Salience:

a. Cues linked to drug use create a sense of wanting the drug.
b. Wanting is not the same as liking.
c. Cues are sought after in their own right. May collect bongs or pipes. May do acts associated with drug use in the hope of securing more drugs.
28. Name the drug: (1) 7-10x more potent than Valium. (2) Tasteless, odorless, and colorless. (3) Causes sedation within 15 minutes or sooner if alcohol or marijuana was consumed. (4) Aka known as the “date rape drug.”
Name the drug: (1) 7-10x more potent than Valium. (2) Tasteless, odorless, and colorless. (3) Causes sedation within 15 minutes or sooner if alcohol or marijuana was consumed. (4) Aka known as the “date rape drug.”

Rohypnol
29. What is Disulfiriam and Naltrexone used to treat?
Alcoholism
30. Name him (Classical Conditioning). Watched as his dogs salivated, not only when the food was presented to them, but when the lab attendants who normally fed them appeared. Determined that you could tie a completely unrelated stimulus to something that would naturally occur. The result would be that the originally unrelated stimulus would cause the naturally occurring response.
Ivan Petrovich Pavlov (Pavlov’s Dogs)
A chemical substance that alters perceptions and mood.
31. Psychoactive Drug (pg. 216)
The diminishing effect with regular use of the same dose of a drug, requiring the user to take larger and larger doses before experiencing the drug’s effect.
32. Tolerance (pg. 216)
The discomfort and distress that follow discontinuing the use of an addictive drug.
33. Withdrawal (pg. 216)
A physiological need for a drug, marked by unpleasant withdrawal symptoms when the drug is discontinued.
34. Physical Dependence (pg. 216)
Compulsive drug craving and use.
35. Addiction (pg. 217)
Associated with a craving.
36. Wanting (PP)
Desiring the pleasure associated with a drug.
37. Liking (PP)
Drugs (such as alcohol, barbiturates, and opiates) that reduce neural activity and slow body functions.
38. Depressants (pg. 218)
Drugs that depress the activity of the central nervous system, reducing anxiety but impairing memory and judgment.
39. Barbiturates (pg. 219)
Opium and its derivatives, such as morphine and heroin; they depress neural activity, temporarily lessening pain and anxiety.
40. Opiates (pg. 219)
Drugs (such as caffeine, nicotine, and the more powerful amphetamines, methamphetamine, cocaine, and Ecstasy) that excite neural activity and speed up body functions.
41. Stimulants (pg. 220)
Drugs that stimulate neural activity, causing speeded-up body functions and associated energy and mood changes.
42. Amphetamines (pg. 220)
A powerfully addictive drug that stimulates the central nervous system, with speeded-up body functions and associated energy and mood changes; over time, appears to reduce baseline dopamine levels.
43. Methamphetamine (pg. 220)
A synthetic stimulant and mild hallucinogen. Produces euphoria and social intimacy, but with short-term health risks and longer-term harm to serotonin-producing neurons and to mood and cognition.
44. Ecstasy (MDMA) (pg. 223)
Psychedelic (“mind-manifesting”) drugs, such as LSD, that distort perceptions and evoke sensory images in the absence of sensory input.
45. Hallucinogens (pg. 223)
A powerful hallucinogenic drug; also known as acid.
46. LSD (lysergic acid diethyl-amide) (pg. 223)
An altered state of consciousness reported after a close brush with death (such as through cardiac arrest); often similar to drug-induced hallucinations.
47. Near-Death Experience (pg. 223)
The major active ingredient in marijuana; triggers a variety of effects, including mild hallucinations.
48. THC (pg. 224)
49. Classical Conditioning. Trying to make a dog salivate when you ring a bell.
a. The naturally occurring stimulus (the _____________ stimulus) would be the food.
b. The originally unrelated stimulus (the ___________ stimulus) would be the ringing bell.
c. The naturally occurring response in the presence of the unconditioned stimulus (food) (the _____________ response) would be the dog salivating.
d. The now related response to the conditioned stimulus (the ringing bell) (___________ response) would be salivating when the dog hears the bell.
Classical Conditioning. Trying to make a dog salivate when you ring a bell.
a. The naturally occurring stimulus (the (UNCONDITIONED) stimulus) would be the food.
b. The originally unrelated stimulus (the (CONDITIONED) stimulus) would be the ringing bell.
c. The naturally occurring response in the presence of the unconditioned stimulus (food) (the (UNCONDITIONED) response) would be the dog salivating.
d. The now related response to the conditioned stimulus (the ringing bell) ((CONDITIONED) response) would be salivating when the dog hears the bell.
50. Name him (Classical Conditioning). First showed a white rat to a little boy where he reacted normally. Then paired the sight of the rat with loud jarring sound over repeated encounters. Little Albert then began to cry and became afraid when he saw the white rat. Generalized that stimulus to other white furry things, such as the fur coat of his mother and Santa Claus’ beard.
Little Albert – John Watson
51. What is this describing?
a. The pairing is not permanent. Eventually the subject will stop associating the stimulus with the response if there is no more exposure to it.
b. Subjects are very sensitive to picking up the association again.
c. Reacquisition is often times just as strong, and picked up quicker, as the original association!
What is this describing?
a. The pairing is not permanent. Eventually the subject will stop associating the stimulus with the response if there is no more exposure to it.
b. Subjects are very sensitive to picking up the association again.
c. Reacquisition is often times just as strong, and picked up quicker, as the original association!

Extinction
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).
52. Associative Learning (pg. 235)
A type of learning in which an organism comes to associate stimuli. A neutral stimulus that signals an unconditioned stimulus (food) (US) begins to produce a response that anticipates and prepares for the unconditioned stimulus (food). Also called Pavlovian or respondent conditioning.
53. Classical Conditioning (pg. 235)
A relatively permanent change in an organism’s behavior due to experience.
54. Learning (pg. 235)
The view that psychology (1) should be an objective science; (2) that studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not with (2).
55. Behaviorism (pg. 235)
In classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth.
56. Unconditioned Response (UR) (pg. 236)
In classical conditioning, a stimulus that unconditionally (naturally and automatically) triggers a response.
57. Unconditioned Stimulus (US) (pg. 236)
In classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus (CS).
58. Conditioned Response (CR) (pg. 236)
In classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response.
59. Conditioned Stimulus (CS) (pg. 236)
The initial stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus (food) so that the neutral stimulus comes to elicit a conditioned response (salivating when the dog hears the bell).
60. Acquisition (pg. 237)
The diminishing of a conditioned response (salivating when the dog hears the bell); occurs in classical conditioning when an unconditioned stimulus (food) (US) does not follow a conditioned stimulus (the ringing bell) (CS).
61. Extinction (pg. 238)
In classical conditioning, the reappearance, after a pause, of an extinguished conditioned response (salivating when the dog hears the bell).
62. Spontaneous Recovery (pg. 238)
In classical conditioning, the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus (the ringing bell) to elicit similar responses.
63. Generalization (pg. 239)
Unjustifiable negative behavior toward a group or its members.
64. Discrimination (pg. 239)
65. What is this describing?
a. Using a behaviors antecedent and/or it’s consequences to influence the occurrence and form of the behavior.
b. Deals with the modification of voluntary behavior.
c. Maintenance is based on the consequences of the actions.
What is this describing?
a. Using a behaviors antecedent and/or it’s consequences to influence the occurrence and form of the behavior.
b. Deals with the modification of voluntary behavior.
c. Maintenance is based on the consequences of the actions.

Operant Conditioning
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).
66. Associative Learning (pg. 246)
Type of learning in which a certain behavior results in a cessation (ending) of aversive (shield) stimulus (shielding your eyes when you go outside to stop the sun from getting in your eyes).
67. Avoidance Learning
Behavior that occurs as an automatic response to some stimulus.
68. Respondent Behavior (pg. 246)
A type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher.
69. Operant Conditioning (pg. 246)
Behavior that operates on the environment, producing consequences.
70. Operant Behavior (pg. 246)
A chamber also known as a Skinner box, containing a bar or key that an animal can manipulate to obtain a food or water reinforcer, with attached devices to record the animal’s rate of bar pressing or key pecking. Used in operant conditioning research.
71. Operant Chamber (pg. 247)
A relatively permanent change in an organism’s behavior due to experience.
72. Learning (pg. 247)
An operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior (train dogs how to do a very specific trick).
73. Shaping (pg. 247)
In operant conditioning, any event that strengthens the behavior it follows (consequence that causes the behavior to occur in greater frequency).
74. Reinforcer (pg. 248)
Reinforcing individual responds occurring in a sequence to form a complex behavior.
75. Chaining
Things that affect the effectiveness of a consequence include: If the persons desire for the object is satisfied then the effectiveness will be lessened.
76. Satiation/Deprivation
Things that affect the effectiveness of a consequence include: The faster the better.
77. Immediacy
Things that affect the effectiveness of a consequence include: More reliable is better.
78. Contingency
Things that affect the effectiveness of a consequence include: The cost benefit analysis.
79. Size
Schedules of Reinforcement: Depends only on the number of responses the organism has performed.
80. Ratio Schedule
Schedules of Reinforcement: Every occurrence.
81. Continuous Reinforcement
Schedules of Reinforcement: Schedules deliver reinforcement every nth response.
82. Fixed Ratio
Schedules of Reinforcement: Number of responses vary from trial to trial.
83. Variable Ratio Schedule
Schedules of Reinforcement: Reinforced after every nth amount of time.
84. Fixed Interval
Schedules of Reinforcement: Reinforced on average of every nth amount of time.
85. Variable Interval
Another Contest! – You are going to train something/someone to do something using either operant conditioning or classical conditioning! You must explain how you plan on reinforcing the behavior or how you plan on pairing the stimulus together. How effective do you think the association or reinforcement will be? What could hamper the association? The crazier the better!
86. Another Contest! – You are going to train something/someone to do something using either operant conditioning or classical conditioning! You must explain how you plan on reinforcing the behavior or how you plan on pairing the stimulus together. How effective do you think the association or reinforcement will be? What could hamper the association? The crazier the better!
Increasing behaviors by presenting positive stimuli, such as food. This is any stimulus that, when presented after a response, strengthens the response.
87. Positive Reinforcement (pg. 249)
Increasing behaviors by stopping or reducing negative stimuli, such as shock. This is any stimulus that, when removed after a response, strengthens the response. (Note: this is NOT a punishment)
88. Negative Reinforcement (pg. 249)
An innately (instinctive) reinforcing stimulus, such as one that satisfies a biological need.
89. Primary Reinforcer (pg. 249)
A stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as secondary reinforcer.
90. Conditioned Reinforcer (pg. 249)
Reinforcing the desired response every time it occurs.
91. Continuous Reinforcement (pg. 250)
Reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement.
92. Partial (Intermittent) Reinforcement (pg. 250)
In operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses.
93. Fixed-Ratio Schedule (pg. 250)
In operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses.
94. Variable-Ratio Schedule (pg. 251)
In operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed.
95. Fixed-Interval Schedule (pg. 251)
In operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals.
96. Variable-Interval Schedule (pg. 251)
An event that decreases the behavior that it follows (consequence that causes a behavior to occur with less frequency).
97. Punishment (pg. 251)
A mental representation of the layout of one’s environment. For example, after exploring a maze, rats act as if they have learned a map of it.
98. Cognitive Map (pg. 253)
Learning that occurs but is not apparent until there is an incentive to demonstrate it.
99. Latent Learning (pg. 253)
A desire to perform a behavior for its own sake.
100. Intrinsic Motivation (pg. 253)
A desire to perform a behavior due to promised rewards or threats of punishment.
101. Extrinsic Motivation (pg. 253)
102. Name him. Social Learning Theory – Social learning occurs through 4 main stages:
a. Close contact.
b. Imitation of superiors.
c. Understanding of concepts.
d. Role Model behavior.
Name him. Social Learning Theory – Social learning occurs through 4 main stages:
a. Close contact.
b. Imitation of superiors.
c. Understanding of concepts.
d. Role Model behavior.

Albert Bandura
103. During early childhood children learn a great deal through observing those in _________.
During early childhood children learn a great deal through observing those in (AUTHORITY).
A relatively permanent change in an organism’s behavior due to experience.
104. Learning (pg. 261)
Learning by observing others.
105. Observational Learning (pg. 261)
The process of observing and imitating a specific behavior.
106. Modeling (pg. 261)
Frontal lobe neurons that fire when performing certain actions or when observing another doing so. The brain’s mirroring of another’s action may enable imitation and empathy.
107. Mirror Neurons (pg. 261)
Positive, constructive, helpful behavior. The opposite of antisocial behavior.
108. Prosocial Behavior (pg. 263)