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79 Cards in this Set
- Front
- Back
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Classical Conditioning |
A procedure in which a neutral stimulus is paired with a stimulus that elicits a reflexive response until the neutral stimulus alone comes to elicit a similar response. |
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Learning |
a "relatively permanent change in behavior" which occurs as a result of experience or practice. |
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CS |
Conditioned Stimulus |
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US |
Unconditioned Stimulus |
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UR |
Unconditioned Response |
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CR |
Conditioned Response |
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Pavlov's and Watson's experiments |
CS,US,UR,CR Contiguity, frequent pairings, and magnitude of US whenever the CS is presented, follow it with the US (this is reinforcement) |
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Extinction |
gradual disappearance of CR |
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Spontaneous recovery |
Reappearance of the CR after a period of extinction |
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Generalization |
process of responding to stimuli similar to the CS |
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Systematic desensitization |
gradually introducing the feared object or situation while one is relaxed |
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Discrimination |
process of being able to distinguish among stimuli, ignore irrelevant stimuli, and respond to a specific stimulus |
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Higher-(second)-order conditioning |
a neutral CS is paired with an alread established cs to evoke the CR |
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Operant Conditioning |
One operates on his.her environment; specific, voluntary behaviors are reinforced (or punished) |
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Basic Assumption of Operant Conditioning |
behavior is influenced by its consequences |
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Thorndike's Law of Effect |
Acts followed by a satisfying of state of affairs are more likely to recur than acts followed up by an annoying state of affairs |
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Skinner-3 types |
Positive & negative reinforcement, and punishment |
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Positive Reinforcer |
any stimulus whose presentation increases the probability that a behavior will occur |
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Negative Reinforcer |
any stimulus whose removal/avoidance increases the probability that a behavior will occur |
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Escape Conditioning |
increase in behavior that allows one to escape an aversive stimulus (based on negative reinforcement) |
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Avoidance conditioning |
increase in behavior that allows one to avoid an aversive stimulus (based on negative reinforcement) |
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Punishment |
consequence that decreases the probability that a behavior will occur - 2 kinds |
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Presentation Punishment |
(type 1): add an aversive stimulus |
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Removal Punishment |
(type 2): withdraw a pleasant stimulus |
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Reasons Punishment is not Recommended |
no choice or control on part of child; is often reinforcing the punisher and could lead to abuse; often has a generalized inhibiting effect; child may learn to dislike the punisher and may react aggressively to that person or someone else; criticism may be a positive reinforcer rather than a punisher; does not teach a more appropriate response |
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Shaping |
reinforcing successive approximations of the target behavior |
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Partial reinforcement schedules |
FR, VR, FI, VI |
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Primary reinforcers |
do not have to be taught |
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Secondary reinforcers |
learned (ex: money, grades, recognition) |
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Social (Observational) Learning theory |
Observation and modeling; Bandura's experiment with the Bobo doll |
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Participant modeling |
therapist models behavior for the client, and the client imitates that behavior |
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Memory |
the ability to remember information, events, or skills learned in the past |
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3 Important memory tasks |
recall, recognition, relearning |
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Recall |
retrieval of learned material; one's ability to recall something that can be enhanced by recalling cues; contiguity or repeated pairing of stimuli makes one a good recall cue for the other |
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Context/State-dependent learning |
things learned in a particular environment or physiological state are often recalled better in the same or similar environment or state |
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Encoding Specificity |
refers to the fact that both external and internal stimuli present at the time one learns something will probably be good recall cues |
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Recognition |
identification of objects or events encountered before |
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Relearning |
one can relearn faster than one did originally; this reduction in time to learn, or savings, suggest that one actually remembered some of it |
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Information Processing model of memory |
Sensory memory (register), short-term (working memory), Long-term memory |
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Sensory memory (register) |
can store information for a very brief period of time, up to 1-2 seconds |
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Control processes |
govern the transfer of information from sensory to short-term memory; attention and pattern recognition |
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Short-term (working) memory |
used to accomplish a specific task; limited space (7+-2) for about 30 seconds; "chunking" increases the capacity of STM; serial-position effect: first and last items in a series are better recalled than those in the middle |
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maintenance rehearsal |
repeating information over and over to keep it in STM |
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Long-term Memory (LTM) |
ability to store a great deal of information for a long period of time |
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Elaborative rehearsal |
analysing the meaning of information to put it into LTM; 2 forms: semantic coding and imagery coding |
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Semantic coding |
remembering the general meaning of words/sentances |
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Imagery coding |
the ability to retrieve information in LTM depends on how well the information is stored and organized (store related materials together and make use of retrieval/recall cues) |
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Forgetting |
information loss in human memory (most forgetting occurs right after learning) |
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4 theories of forgetting |
Decay theory, interference theory, retrieval failure theory, motivated forgetting |
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Decay theory |
memory of an item spontaneiously fades with time |
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Interference theory |
(one memory interferes with the recall of another) 2 types: retroactive (new information interferes with the recall of old) and proactive (old information interferes with the recall of new) |
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Retrieval failure theory |
proper retrieval cues aren't available (tip-of-the-tongue-phenomenon) |
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Motivated forgetting (repression) |
tend to forget unwanted memories |
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Aids to retrieving information |
PQ4R study method (preview, question, read, reflect, recite, review), associations; mnemonic techniques (acryonym, peg word, method of loci), lack of interference (don't study similar material together; don't study large amounts of information at one sitting; do use overlearning); elaborative rehearsal; self-feedback; meaningfulness; context-(state-)dependent learning |
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Tips for College success |
sit near front take good notes test yourself using your notes review notes as soon after class as possible periodically review notes whatever the professor emphasizes is usally important |
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Test taking Tips |
Jot down in margins information trying to remember preview the test and allot enough time to higher weight questions answer the easy question first, skip ones you don't know and return later use an outline for discussion watch out for absolute words |
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Intelligence |
the cognitive ability of an individual to learn from experience, to reason well, to remember important information, and to cope with demands of daily living |
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Natue-Nurture controversy |
does heredity or environment determine our intelligence? (most say both do) |
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Sir Francis Galton |
gave psychology the concept of intelligence; he believed intelligence to be a singe general factor that provided the basis for more specific abilities |
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Cattell's fluid and crystallized intelligence |
Fluid is not dependent of formal education, related to CNS development, declines some with age Crystallized is related to experiences and culture; does not decline with age |
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Multiple Intelligences |
Gardner proposed 9: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalist, and existential |
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Sternberg Intelligences (Triarchy theory of intelligence) |
Componeential intelligence (analytical thinking and abstract reasoning), experiential intelligence (insightful and creative thinking) contextual intelligence( practical know-how and street smart) |
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Testing |
is a part of assessment |
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Assessment |
is based on information from several sources, such as aobservation, interview, school record files, outside agency information, and diagnostic testing. |
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Acheivement test |
measure what a person has learned prior to taking the test (final exam) |
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Apptitude test |
predict how readily a person can learn a skill or what the person can accomplish with training (ACT) |
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Classification of Exams |
is determined by purpose, most are usually aptitude tests |
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Misconceptions about intelligence tests |
intelligence test smeasure innate intelligence IQ's are fixed and never change intelligence test provide perfectly reliable scores |
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Alfred Binet |
He and Simon developed Binet-Simon intelligence scale in 1905, consistend of 30 objective tests. Were later organized by age, which led to a concept of mental-age. Binet was the "Father of Intelligence Testing" |
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Terman |
modified the binet-simon and introduced the stanford-binet intelligence scale. Its big thing was standardization. Been revised several times, has non-verbal subtests and verbal subtests. |
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Stern |
introduced "intelligence quotient" or IQ. It was the ration of one's mental age to one's chronological age multiplied by 100. |
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Deviation IQ |
method used today, compares one's performance to that of his or her age mates in the standardization sample. |
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Wschler Intelligence Scales |
3 scales for preschoolers, school-aged children, and adults |
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Intellectual disability |
neurodevelopmental disorder with deficiencies in mental abilities (IQ below 70) and adaptive behavior, beginning in the developmental period. |
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Gender Differences in Intelligence |
Males seem to excel in spatial abilities, whereas females seem to excel in verbal abilites |
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Reliabilitiy |
consistency of test scores |
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Validity |
test measures or predicts what it is supposed to measure or predict |
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Emotional Intelligence |
the ability to process emotional information accurately and efficiently. Four areas involved: developing emotional awareness, managing emotions, reading emotions, and handling relationships (empathy). |
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Cognitive learnign styles |
different ways of percieving and organizing information (visual, audio, and kinesthetic learners). |
