Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
32 Cards in this Set
- Front
- Back
- 3rd side (hint)
Sensation |
The brain receives input from the sensory organs. |
|
|
Perception |
The brain makes sense out of the input from sensory organs. |
|
|
Bottom-up processing |
Taking sensory information and then assembling and integrating it. |
|
|
Top-down processing |
Using models, ideas, and expectations to interpret sensory information. |
|
|
Absolute threshold |
The minimum stimulation needed to detect a stimulus 50 percent of the time |
|
|
Difference threshold |
The minimum difference between the two stimuli required for detection 50 percent of the time. |
|
|
Sensory adaption |
Diminished sensitivity as a consequence of constant stimulation |
|
|
Perceptual set |
The predisposition or readiness to perceive something in accordance with what we expect it to be. |
|
|
Learning |
The process of acquiring through experience new and relatively enduring information or behaviors. |
|
|
Behaviorism |
Psychology should be an objective science that studies behavior without reference to mental processes. |
|
|
Stimulus |
Any event or situation that evokes a response |
|
|
Ivan Pavlov |
Scientist that systematically studied how we form associations between stimuli |
|
|
Classical conditioning |
Classical conditioning |
Two stimuli. Bell (neutral)= no response. Food (meaningful)=salivation. |
|
Acquisition |
The initial stage when one links a neutral stimulus and an unconditioned stimulus so that it can be triggered. |
|
|
Extinction |
Diminishing of a conditioned response. |
|
|
Spontaneous recovery |
The reappearance after a pause of an extinguished conditioned response. |
|
|
Generalization |
Stimuli that are similar to the conditioned stimuli will also elicit the conditioned response to some degree. |
|
|
Discrimination |
The learned ability to distinguish between a conditioned stimuli and stimuli that do not signal unconditional stimulus. |
|
|
BF Skinner |
Scientist associated with furthering defining operant conditioning and using it to modify and control behavior. |
|
|
Operant conditioning |
Associations between a response and its consequences. |
|
|
Positive reinforcement |
Presented after a response. Strengthens the response. |
|
|
Negative reinforcement |
Increasing behaviors by stopping or reducing negative stimuli. This is not punishment. |
|
|
Memory |
The retention of information or experiences of time. |
|
|
Sensory memory |
First step of memory storage process. Holds information in your mind for a very brief period of time. |
|
|
Short-Term Memory |
Limited capacity memory system which stores information for approximately 30 seconds without effort. Also called working memory. |
|
|
Long-Term Memory |
Last step in the memory storage process in which we can store unlimited amounts of information for a long time. |
|
|
Implicit Memory |
Non conscious memories for skills, procedures, and classically conditioned responses. Memory for How |
|
|
Explicit Memory |
Conscious memories for people, places, events, dates. Memory for who what where when. |
|
|
Echoic Memory |
Auditory sensory memory that lasts up to several seconds. |
|
|
Iconic Memory |
Visual sensory memory that lasts about a quarter of a second. |
|
|
Extrinsic Motivation |
A desire to perform a behavior to receive promised rewards or avoid threatened punishment. |
|
|
Intrinsic Motivation |
A desire to perform a behavior effectively for its own sake. |
|