Cognitive Psychology Test 1

Front 1

Which of the following is least likely to be studied by a modern cognitive psychologist?

Back 1

dreaming about elephants

Front 2

The influential experimental work of ________ is perhaps most striking because he rejected Wundt’s view that higher mental processes, such as memory, could not be studied objectively.

Back 2

Hermann von Ebbinghaus

Front 3

During World War II psychologists applied their skills to real-world problems, such as the difficulties faced by aircraft pilots and radar operators. To deal with these practical concerns, psychologists began to focus more on:

Back 3

mental processes, such as attention and decision making.

Front 4

Computers provided cognitive psychologists with a new analogy for mental activity, the most important aspect of which was thinking of mental activity as:

Back 4

symbol manipulation.

Front 5

Modern cognitive psychologists rely on many largely philosophical approaches to understanding the mind and are often skeptical of purely empirical approaches.

Back 5

False

Front 6

We are generally conscious of our own mental processes and abilities.

Back 6

False

Front 7

One of the greatests strengths of Titchner’s structuralist approach was that his methods produced results that could easily be replicated by other researchers.

Back 7

False

Front 8

Noam Chomsky’s views on language were a direct extension of those proposed by the behaviorists.

Back 8

False

Front 9

Wilhelm Wundt’s technique of selbst-beobachtung, or ‘self observation,’ was a method of reporting inner sensations and experiences. In English, this became known as:

Back 9

introspection.

Front 10

The behaviorist tradition was primarily concerned with:

Back 10

learned behaviors and observable stimuli.

Front 11

The verbal learning approach was largely atheoretical, borrowing its basic techniques from both Ebbinghaus and from:

Back 11

behaviorist stimulus-response (S-R) associationism.

Front 12

When cognitive psychologists claim that humans are ‘active information processors,’ this means that human beings:

Back 12

actively seek out information in the environment for mental procesing.

Front 13

The three examples at the beginning of the chapter show that our ability to answer simple questions is actually quite complex and depends on many different mental processes.

Back 13

True

Front 14

As defined by the field of cognitive psychology, ‘memory’ is nothing more than a single mental process: the retention (or storage) of information.

Back 14

False

Front 15

The behaviorist and neobehaviorist perspectives were highly committed to Aristotle’s notion of the ‘tabula rasa.’

Back 15

True

Front 16

Wilhelm Wundt

Back 16

1st experimental lab

Front 17

Hermann von Ebbinghaus

Back 17

Nonsense syllables

Front 18

Edward Titchner

Back 18

structuralism

Front 19

William James

Back 19

functionalism

Front 20

John B. Watson

Back 20

behaviorism

Front 21

Noam Chomsky

Back 21

linguistics

Front 22

anthropomorphism

Back 22

Attributing human abilities to non-human animals.

to assume they are doing what we would do is unconfirmable

Front 23

behaviorism

Back 23

General Principles: Sciences is about the general interpretation of observations

Prediction and Control: If you understand behavior, you will be able to predict + control

Front 24

blocking

Back 24

The learning of US + CSa blocks the learning of CSb

Front 25

British empiricism

Back 25

Philosophers who believe experience and senses interact to form knowledge.

Said everything is learned (extreme view)

"There is nothing in the mind that is not first in the senses." - Locke

Front 26

CR - Conditioned Response

Back 26

Past conditioning response to Conditioned Stiumulus

Front 27

CS - Conditioned Stimulus

Back 27

Initially a neutral stimulus

US + CS = CR

Front 28

classical conditioning

Back 28

involves presentations of a neutral stimulus along with a stimulus of some significance.

aka Respondent/Pavolovian conditioning

Front 29

conditioning trial

Back 29

US + CS = CR

Front 30

contiguity

Back 30

- Closeness, togetherness in time

- Two stimuli in close proximity in time will form a response

- Doesn't explain blocking or overshadowing

Front 31

continuity of species

Back 31

- the first theory of the behaviorists metatheory.

"No dividing line between man and brute".

- Theory from Darwin: There are commonalities among species and we shouldn't see humans as different from other animals.

Front 32

continuous reinforcement

Back 32

Every time the desired response is made, we provide a reinforcing stimulus

Front 33

Darwin, Charles

Back 33

- Influenced functionalists

- Natural selection and adaptive functions.

- Common ancestry: we should see lineage as progression.

Front 34

drive reduction

Back 34

- Theory from Hull

- A reinforcer is a stimulus that reduces a biological drive (ie, hunger)

Front 35

Ebbinghaus, Hermann

Back 35

nonsense syllables

Found that non-sense doesn't exist in humans.

Also coined the term 'operational definitions'

Front 36

empiricism

Back 36

knowledge comes to us by experience and senses

Front 37

epiphenomenon

Back 37

- The mind exists, but serves no purpose

- Research should not be spend studying consciousness

- Psychology is the study of behavior, not the mind.

Front 38

epistemology

Back 38

study of the nature and origin of knowledge

Front 39

FI schedule

Back 39

Fixed interval: An interval of time (since last response) until next response will earn a reinforcement.

The least motivating schedule of reinforcement

Front 40

FR schedule

Back 40

Fixed Ratio: A ratio of response to reinforcement.

- ratio never changes.

- FR 10 = 10 responses for one reinforcement

Front 41

forgetting

Back 41

Access problems

- Memory is still there but difficulty in finding it.

Front 42

functionalism

Back 42

The study of mental functions.

- Studied the adaptive functions of the mind, mostly through animal problem solving.

Front 43

Garcia effect

Back 43

Conditioned taste aversion.

- Single-trial learning which is also resistant to extinction.

Front 44

insight learning

Back 44

- Kohler's chimp trials.

- Put a banana at the top of a cage and gave the chimps a variety of things to get the banana.

- Monkeys learned how to put the objects together to get the banana without any conditioning.

Front 45

insight learning

Back 45

- a light bulb moment that cannot be explained through behaviorism

- Changes behavior BEFORE it occurs

Front 46

instinctual drift

Back 46

- Breland and Breland

- Animal reverts back to natural ways instead of operantly conditioned ways.

- Proved that nativism is valid

Front 47

instrumental conditioning

Back 47

- aka Operant conditioning

- How consequences shape our future behavior

Front 48

introspection

Back 48

- Developed by Wundt (structuralist)

- Ask people to look into their minds and ask what they see.

Front 49

James, William

Back 49

- Great functionalist thinker, not researcher.

- Coined the term 'stream of consciousness'

Front 50

language productivity

Back 50

-Chomsky rebuttal of Skinner

People do not generate new speech acts due to reinforcement.

- Proves that rationalism is valid.

Front 51

mediated behaviorism

Back 51

S-s-r-R

Started talking about smaller mechanisms that spurred responses.

Delved into an area that couldn't be explained by behaviorism

Front 52

memory

Back 52

any information that is held for a period of time

Front 53

mentalism

Back 53

The subject matter of the mind

Front 54

metatheory

Back 54

A set of underlying assumptions that guide you through the science

Front 55

Metatheory for behavioralists

Back 55

1. Continuity of species
2. Epiphenomenal mind (no mentalism)
3. Empirical epistemology
4. Assumes gradual learning
5. Guiding metaphor: Reflex Arc (S-R science)

Front 56

nativism

Back 56

innate, hereditary, knowledge is passed down.

- Instinct does not mean intuition

Front 57

natural selection

Back 57

Allows the organism to adapt to his environment optimally

Front 58

nonsense syllable

Back 58

Used by Ebbinghaus to understand learning

Harder to remember than normal words.

Front 59

objectivity

Back 59

- Unbiased observations
- Need to be reproducible
- Allows agreement in findings

Front 60

operant conditioning

Back 60

is the use of consequences to modify the occurrence and form of behavior

Front 61

overshadowing

Back 61

When a more intense CS forms a stronger CR relationship than the other CS

Front 62

punishment

Back 62

A consequence of a behavior that decreases the probability of that response being made in the future.

Front 63

negative consequence

Back 63

Removal of a stimulus

Front 64

positive consequence

Back 64

Addition of a stimulus

Front 65

partial reinforcement

Back 65

Giving reinforcement to only a certain number of responses, or giving reinforcement over a period of time.

Front 66

rationalism

Back 66

The application of logical, reasonable thought

Front 67

reflex arc

Back 67

S-R science

- A simple mechanism in which there are innate, inborn wirings and responses when you encounter a stimulus.

- Nativistic S-R

Front 68

reinforcement

Back 68

A consequence of a behavior that encourages that behavior to be repeated

Front 69

savings score

Back 69

The difference between the number of trials from one successful memorization needed to another.

Measure of memory

Front 70

contingency

Back 70

the status of facts that are not logically necessarily true or false

Front 71

cumulative record

Back 71

Skinner devised the cumulative record, where the slope of a line equals frequency.

Front 72

encoding

Back 72

Getting information and making it usable.

Front 73

representation

Back 73

Information encoded must have a particular format for retrieval/use.

Front 74

retrieval

Back 74

Locating information you want and bringing it into cognitive sense

Front 75

tabula rasa

Back 75

Theory from British Empiricists.

Born without knowledge. Blank slate.

Front 76

stream of consciousness

Back 76

Coined by William James

A continuous flow of mental activity, cannot analyze the beginning and end of processes.

A term used to describe the day to day activity of the mind.

Front 77

structuralism

Back 77

Trying to identify basic structures of the mind.

Created by Wilheim Wundt.

Front 78

learning curve

Back 78

Curve that shows the strength of he CR to the CS alone.

Greatest changes are in initial trials.

Front 79

organization

Back 79

Structure of how information is put into memory.

Front 80

hypothesis testing

Back 80

Testing a different hypothesis to prove a null hypothesis wrong.

Front 81

radical behaviorism

Back 81

Had no theory about what is a reinforcer.

Simply said to observe, not to explain behavior

Not very scientific

Front 82

intervening variables

Back 82

hypothetical internal states that are used to explain relationships between observed variables, such independent and dependent variables.

Intervening variables are not real things. They are interpretations of observed facts, not facts themselves. But they create the illusion of being facts.

Front 83

S-R science

Back 83

Behaviorism.

The connection between environmental stimuli and response.

Front 84

methodological behaviorism

Back 84

the data of psychology must be inter-subjectively verifiable;

no theoretical prescriptions. It has been absorbed into general experimental and cognitive psychology.

Front 85

Respondent Conditioning

Back 85

Also called Pavlovian or classical conditioning

Front 86

Pavlovian conditioning

Back 86

Also called Respondent or classical conditioning

Front 87

simultaneous brightness contrast

Back 87

Levin and Banaji.

Gray box comparison study.

Perception of the color inside the box was dependent upon the color of the outside box.

Front 88

spontaneous recovery

Back 88

First need extinction.

Weakens after every extinction

If you cue the CS, the CR occurs again.

This reversal is not as strong as the time when it was programmed.

Front 89

Titchener, Edward

Back 89

Trained with Wundt and came to the US.

Established structuralist psychology.

Front 90

Wundt, Wilhelm

Back 90

Father of modern experimental psychology

First to publish psychology textbook.

First psychological lab.

Front 91

UR

Back 91

Unconditioned Response

Natural response to the US

Front 92

US

Back 92

Unconditioned Stimulus

Naturally elicits a response

Front 93

VI schedule

Back 93

Variable Interval

The third strongest partial reinforcement schedule

Front 94

VR schedule

Back 94

Variable Ratio

A ratio of changing response numbers to reinforcement.

VR3 = On average, the number of responses is three, but it changes from trial to trial.

Front 95

forward delay paradigm

Back 95

CS comes on first, then a delay before the US comes on. They overlap for a period of time.

The stimuli end at the same time

Rapid learning and strong responses

Front 96

backward delay paradigm

Back 96

US comes on first, with a delay until the CS starts, overlapping until they end at the same time.

Doesn't work that well and learning is not as rapid

Front 97

forward trace

Back 97

CS starts and stops. Then US starts and stops.

Works but needs more time.

Front 98

backward trace

Back 98

US starts and stops. Then CS starts and stops.

Least effective.

Front 99

Tolman, Richie and Kalish

Back 99

Space learning and S-R free learning.

Front 100

Space learning

Back 100

Rats in a maze went to the same spacial orientation in a different maze.

Front 101

Breland and Breland

Back 101

Instinctive drift

Proved that nativism is valid

Front 102

Chomsky

Back 102

Linguist interested in language productivity.

Said that people do not generate new speech acts due to reinforcement.

Proved rationalism is valid

Front 103

Levin and Banaji

Back 103

Simultaneous brightness contrast

Proved that stimuli are subjective. Context influences perception

Front 104

Kohler

Back 104

Had a chimp colony.

Proved that insight learning, learning without a prior experience, exists.

Front 105

Krechersky

Back 105

T test chambers

Found that the rats were creating and testing hypotheses.

Said that hypothetical constructs were neccessary

Front 106

Garcia and Koelling

Back 106

Taste aversion

Front 107

Taste aversion

Back 107

Animal will avoid the food just after one pairing.

Single trial learning which is also resistant to extinction.

Front 108

Operational definition

Back 108

How to define abstract concepts and the method of evaluation.

A way of objectively defining methods of investigation such as memory