Psychology Quiz 3

Front 1

What are the three parenting styles?

Back 1

1. Giving orders-authoritarian "Because I said so."
2. Giving In - permissive
3. Giving Choices - democratic

Front 2

Intrinsic

Back 2

A desire t perform a behavior for its own sake.

Front 3

Define learning

Back 3

A change in behavior due to experience.

Front 4

What is a stimulus?

Back 4

Any event or situation that evokes a response.

Front 5

Define operant conditioning

Back 5

A behavior that is controlled by it's consequences by using reinforcement or punishment.
*Reinforcer-strengthens
*Punishment-weakens

Front 6

Generalization

Back 6

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

Front 7

How doe people become conditioned to use credit cards?

Back 7

Ineffective reinforcement. The reward is immediate, and the punishment comes later.

Front 8

What is short-term memory and what is the length of short-term memory?

Back 8

Memory that hold a few items, briefly before the information is stored.It is about thirty seconds long. Or seven bits of information, plus or minus two.

Front 9

Misattribution

Back 9

Confusing the source of information (did I read it in a book, see it in a movie, or did my friend tell me?)

Front 10

Conditioning = ?

Back 10

? = Learning

Front 11

How does shaping work to change behavior?

Back 11

An operant conditioning procedure in which reinforcers guide actions closer and closer toward a desired behavior.
It uses rewards and punishments.

Front 12

Why do people become addicted to gambling at slot machines?

Back 12

Because of partial reinforcement -
responses are sometimes reinforced, and sometimes not. They reward people occasionally and unpredictably.

Front 13

Classroom demonstration of the Simon memory game-the process involved when the class heckled and yelled out the wrong names of the colors.

Back 13

Interference

Front 14

What is interference?

Back 14

The blocking of recall as old or new learning which disrupts the recall of other memories.

Front 15

What is the serial position effect?
1. Primary
2. Recency

Back 15

The tendency to recall best, the last & first items on a list.
1. Remembering the information that comes at the beginning of a list.
2. Remembering at the end of a list.

Front 16

What are memories, with respect to neurons and synapses?

Back 16

At the most fundamental level they are connections between neurons and synapses.

Front 17

What is the difference between recognition and recall?

Back 17

1. Memory demonstrated by identifying items previously learned (trigger) ie. multiple choice test.
2. Retrieving memory information learned earlier that is not present (no trigger) ie fill in the blank test.

Front 18

Define memory

Back 18

Learning we retain over time.

Front 19

Define rehearsal

Back 19

The conscious repetition of information either to maintain it in consciousness to encode it for storage.

Front 20

Define flashbulb memory

Back 20

A clear memory of an emotionally significant moment or event. A specific time or situation.

Front 21

How does stress affect our memories?

Back 21

It can sear certain events into the brain, making them stronger and more reliable memories. Or it can impare your short-term memory.

Front 22

Define observational learning and how can you apply observational learning to real life situations?

Back 22

Learning by observing others.
Models (Prosocial and Antisocial)

Front 23

What are the two types of reinforcement?

Back 23

Primary and Conditioned

Front 24

What is the three box theory?

Back 24

1. Sensory memory
2. Short term memory
3. Long term memory

Front 25

Sensory Memory

Back 25

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

Front 26

Long-term Memory

Back 26

Relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills and experience.

Front 27

Encoding

Back 27

Getting information into the brain.

Front 28

Storage

Back 28

Retaining encoded information over time.

Front 29

Retrieval

Back 29

Getting information out of memory storage.

Front 30

Positive Reinforcement

Back 30

Increases behavior by presenting a positive stimuli (food, praise, money).

Front 31

Negative Reinforcement

Back 31

Increases behavior by stopping or reducing negative stimuli (shock)-remove.

Front 32

Punishment

Back 32

An event that decreases the behavior it follows.

Front 33

Unconditioned Response

Back 33

The unlearned, naturally occurring response to the US.

Front 34

Unconditioned Stimulus

Back 34

A stimulus that naturally and automatically triggers a response.

Front 35

Neutral Stimulus

Back 35

A stimulus that produces no response.

Front 36

Conditioned Stimulus

Back 36

An originally irrelevant stimulus that, after association with an US, comes to trigger a CR.

Front 37

Conditioned Response

Back 37

The learned response to a previously neutral (but now conditioned) stimulus.

Front 38

Brian was really looking forward to lunch. His mother had prepared a tuna salad sandwich. Unfortunately, the mayonnaise she used had been left out of the fridge too long and was spoiled. Not long after eating, Brian felt extremely nauseated and had to run to the bathroom. From then on, if anyone mentioned a tuna sandwich, Brian's stomach would churn and get upset.

1. What is the US?
2. What is the UR?
3. What is the CS?
4. What is the CR?

Back 38

Brian's tuna sandwich
1. Lunch
2. Feeling hungry
3. Tuna sandwich
4. Feeling nauseated

Front 39

Brian was really looking forward to lunch. His mother had prepared a tuna salad sandwich. Unfortunately, the mayonnaise she used had been left out of the fridge too long and was spoiled. Not long after eating, Brian felt extremely nauseated and had to run to the bathroom. From then on, if anyone mentioned a tuna sandwich, Brian's stomach would churn and get upset.

1. What would you expect that Brian's response to the smell of tuna would be?

Back 39

I would expect Brian to feel nauseated.

Front 40

Mr. Byrne is a 7th grade teacher. He does not understand why scolding his students for disruptive behaviors make the students more unruly.
1. Use operant conditioning principles to explain what is happening in Mr. Byrnes classroom?
2. Describe how Mr. Byrne could use operant conditioning techniques to -
-Reduce disruptive behaviors in his classroom
-Increase cooperative behaviors in his classroom.

Back 40

1. Mr. Byrne is positively reinforcing the student's behavior. The scolding is adding something to the environment, and increases their unruly behavior. The student's are also modeling Mr. Byrne's behavior.
2. -Mr Byrne could punish the by students in order to reduce their disruptive behavior. For example he could give them all detention.
- In order to increase cooperation in his student's, Mr. Byrne could offer rewards, such as extra recess time, to positively reinforce the behavior

Front 41

Describe two features of your psychology textbook that are designed to improve your encoding, storage, or retrieval of the information.

Back 41

The psychology textbook is formatted into three columns, and has the important terms in bold which helps me encode the information. And the reviews at the end of the chapter help me retrieve the information.

Front 42

Extrinsic

Back 42

A desire to perform a behavior to gain a reward or avoid punishment.

Front 43

Extinction

Back 43

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

Front 44

Spontaneous Recovery

Back 44

The reappearance, after a pause/break, of an extinguished conditioned response.

Front 45

Misinformation

Back 45

A memory that has been corrupted by misleading information - someone suggests something.

Front 46

Leading Question

Back 46

The lingering effects of misinformation (which car had broken glass?)

Front 47

What are the 3 steps of memory?

Back 47

1. Encoding
2. Storage
3. Retreival

Front 48

Improving memory-use these techniques to study for the quiz.

Back 48

1. Study repeatedly to boost long-term memory.
2. Space out study time (no cramming)
3. Spend more time rehearsing or actively thinking about the material.
4. Make the material personally meaningful.
5. Refresh your memory by activating retrieval cues.
6. Minimize interference.
7. Test your own knowledge, both to rehearse it and to find out what you don't know yet.

Front 49

Primary Reinforcer

Back 49

Satisfies a biological need (food, water)

Front 50

Conditioned Reinforcer

Back 50

Secondary-something learned (money,clapping)